Ignite Creation Date:
2024-05-06 @ 6:35 PM
Last Modification Date:
2024-10-26 @ 2:51 PM
Study NCT ID:
NCT05713747
Status:
RECRUITING
Last Update Posted:
2023-03-31
First Post:
2023-01-27
Brief Title:
Life Skills Boot Camp Study LEVELUP2
Sponsor:
University of Cyprus
Organization:
University of Cyprus
Study Overview
Official Title:
A Multi-case Feasibility Study for Life Skills Boot Camp Mastering the Skills for Professional and Personal Success Training Program
Status:
RECRUITING
Status Verified Date:
2023-03
Last Known Status:
None
Delayed Posting:
No
If Stopped, Why?:
Not Stopped
Has Expanded Access:
False
If Expanded Access, NCT#:
N/A
Has Expanded Access, NCT# Status:
N/A
Acronym:
LEVELUP2
Brief Summary:
In the present study the investigators aim to examine a the acceptability and feasibility of the Life Skills Boot Camp a series of soft skills trainings for students in higher education
The acceptability and feasibility will be explored from the perspective of stakeholders including students participating in trainings and trainers who provide them b to evaluate potential effectiveness of the training by measuring students acquired knowledge and improvement on self-insight
The acceptability and feasibility will be explored from the perspective of stakeholders including students participating in trainings and trainers who provide them b to evaluate potential effectiveness of the training by measuring students acquired knowledge and improvement on self-insight
Detailed Description:
The role of Higher Education in sustained economic growth and social progress is critical HE institutions HEIs as key future shaper settings host a significant proportion of talented youth future workforce and leader Cawood Dooris Powell 2010 Suárez-Reyes Muñoz Serrano Van den Broucke 2019 Entering university marks a turning point for youth since HEIs can empower young people to transform and expand skills to manage complex and global environmental and societal challenges
Soft skills such as the ability to set goals and achieve them to regulate emotions to demonstrate agility and adaptability and manage interpersonal relationships are now an emerging trend for tackling global economic and societal challenges World Economic Forum 2016 Organisation for Economic Co-operation and Development 2019 In addition soft skills related to mental and physical health wellbeing and adjustment have received growing interest over recent years and have become even more critical in the context of emerging needs to build resilience in the face of the Covid-19 pandemic and in preparation for future crises Bauer et al 2021 Liang et al 2020 Nearchou et al 2020 Rousseau Miconi 2020
Despite soft skills importance evidence confirm a skills gap meaning that youth lack soft skills that are highly important in the workplace Noah Aziz 2020 Although students in HE commonly graduate with excellent technical academic skills to do well in their future profession it is highly debated whether higher education graduates also have developed sufficient soft skills essential to do well at the workplace Noah Aziz 2020
Given these challenges to individuals academic performance work achievement and mental health it would be advisable to equip students with the resources required for life success As these skills become increasingly of central interest to communities it becomes a pertinent question on how to expand them within the academic context by learning relevant information and practicing skills in a way that is responsive to the needs of the wider student community
To deal with these situations different types of skill training interventions competence-based education within HE have been created to help students develop skills for self- development eg Rubens et al 2018 and alleviation of mental health symptomsmental health promotion for metanalyses see Conley Durlak Kirsch 2015 Conley et al 2017 Yusufov et al 2019 Current findings suggest that a incorporating specific components such as coping skills training or CBT and relaxation techniques for stress management Yusufov et al 2019 and b specific training methodologies such as supervised skill training Conley Durlak Kirsch 2015 or short-term brief trainings Yusufov et al 2019 may be beneficial for students and increase the feasibility of integrating these interventions in the HE context
In addition to determining the active ingredients of interventions defining pragmatic challenges such as the best methodologies to coordinate and integrate such interventions within the HE context are also of key importance Conley et al 2017 Continued research is needed to identify the specific systems and practices that will place students in an active role to define self-development goals and practice in a systematic and guided form some of these soft skills in real life settings
During the last decades increasing attention toward multitiered frameworks of interventions has emerged as an approach that takes into account the role of the context and the level of provided support to facilitate the personal competencies of all students Jimerson Burns VanDerHeyden 2015 Arora et al 2019 Τhe EU funded project LEVEL-UP Ref 2020-1-CY01-KA203-065985 is based on this kind of logic and aims to develop an innovative framework that lies in a 3- level support system that follows a linear progressive fashion starting from the broader application to the narrower one According to the conceptualization of the project in level 1 students will have the opportunity to gain up-to-date scientific knowledge on transversal skills through an introductory course Through this course students will be able to self-reflect on these skills and develop an Individual Skills Development Plan ISDP After completing the introductory course each student will have the opportunity to broaden as well as to deepen specific transversal skills based on their ISDP through stepwise guided and multi-contextual practical training Specifically students will be able to enroll in skills development programs group-based offered by experts within the HEI level 2 practice apply and refine them through feedback Finally in level 3 participants of level 2 who are identified through self- and instructor evaluation as presenting significant challenges in specific skills domains would be able to develop and consolidate these skills under a more intensive and individualized supportive program
The present study is part of LEVEL UP project and its focus is to test the conjunction of the two levels of the proposed framework at level 1 students get research-informed knowledge on soft skills and self-reflect on the level of mastery of these skills and at level 2 they develop specific skills through the participation in an intensive and supervised skills training The primary goal of this study is to determine the feasibility both of delivering level 2 as a standalone low-intensity skills training with no pre-requisite and as a part of the two-level system level 1 as a pre-requisite for to participate in level 2 Specifically we aim to examine the feasibility and acceptability of embedding a series of group-based soft skills trainings within university educational operations These trainings cover three vital soft skills training topics a how to regulate emotions b how to interact with others in an effective manner and c ways to build flexibility and their resiliency
Study aimsObjectives
The objective of this study is to assess the acceptability and feasibility of the Life Skills Boot Camp a series of soft skills trainings for students in higher education The acceptability and feasibility will be explored from the perspective of stakeholders including students participating in trainings and trainers who provide them The specific objectives of the study are to
1 Determine feasibility and acceptability of the skills training by
1 estimating feasible recruitment and refusal rates
2 measuring key outcome domains such as completion rates missing data students-reported measures of social satisfaction
3 determining the acceptability of course resources and factors influencing this
4 measuring participants willingness to participate in highly specialized soft skills training
5 determining the acceptability of the boot camps as standalone training
2 Identify under which conditions the Life skills boot camp are of added value to students personal and professional development by
a recording the antecedents associated to students perceived usefulness of boot camps trainings In specific perspectives of both students with previous relevant experience having a boot camps training as a follow up to a previous introductory soft skills course and students with no relevant experience will be evaluated in terms of training usefulness
3 Evaluate the preliminary changes in soft skills and mental health of HE students after implementing the two-level soft skills intervention
1 Examining changes in positive mental health depression anxiety and stress before the introductory course level 1 and after the soft skills bootcamps level 2 only NL
2 Analysing changes in social emotion regulation coping and resilience skills before and after the soft skills bootcamps level 2 only NL
Soft skills such as the ability to set goals and achieve them to regulate emotions to demonstrate agility and adaptability and manage interpersonal relationships are now an emerging trend for tackling global economic and societal challenges World Economic Forum 2016 Organisation for Economic Co-operation and Development 2019 In addition soft skills related to mental and physical health wellbeing and adjustment have received growing interest over recent years and have become even more critical in the context of emerging needs to build resilience in the face of the Covid-19 pandemic and in preparation for future crises Bauer et al 2021 Liang et al 2020 Nearchou et al 2020 Rousseau Miconi 2020
Despite soft skills importance evidence confirm a skills gap meaning that youth lack soft skills that are highly important in the workplace Noah Aziz 2020 Although students in HE commonly graduate with excellent technical academic skills to do well in their future profession it is highly debated whether higher education graduates also have developed sufficient soft skills essential to do well at the workplace Noah Aziz 2020
Given these challenges to individuals academic performance work achievement and mental health it would be advisable to equip students with the resources required for life success As these skills become increasingly of central interest to communities it becomes a pertinent question on how to expand them within the academic context by learning relevant information and practicing skills in a way that is responsive to the needs of the wider student community
To deal with these situations different types of skill training interventions competence-based education within HE have been created to help students develop skills for self- development eg Rubens et al 2018 and alleviation of mental health symptomsmental health promotion for metanalyses see Conley Durlak Kirsch 2015 Conley et al 2017 Yusufov et al 2019 Current findings suggest that a incorporating specific components such as coping skills training or CBT and relaxation techniques for stress management Yusufov et al 2019 and b specific training methodologies such as supervised skill training Conley Durlak Kirsch 2015 or short-term brief trainings Yusufov et al 2019 may be beneficial for students and increase the feasibility of integrating these interventions in the HE context
In addition to determining the active ingredients of interventions defining pragmatic challenges such as the best methodologies to coordinate and integrate such interventions within the HE context are also of key importance Conley et al 2017 Continued research is needed to identify the specific systems and practices that will place students in an active role to define self-development goals and practice in a systematic and guided form some of these soft skills in real life settings
During the last decades increasing attention toward multitiered frameworks of interventions has emerged as an approach that takes into account the role of the context and the level of provided support to facilitate the personal competencies of all students Jimerson Burns VanDerHeyden 2015 Arora et al 2019 Τhe EU funded project LEVEL-UP Ref 2020-1-CY01-KA203-065985 is based on this kind of logic and aims to develop an innovative framework that lies in a 3- level support system that follows a linear progressive fashion starting from the broader application to the narrower one According to the conceptualization of the project in level 1 students will have the opportunity to gain up-to-date scientific knowledge on transversal skills through an introductory course Through this course students will be able to self-reflect on these skills and develop an Individual Skills Development Plan ISDP After completing the introductory course each student will have the opportunity to broaden as well as to deepen specific transversal skills based on their ISDP through stepwise guided and multi-contextual practical training Specifically students will be able to enroll in skills development programs group-based offered by experts within the HEI level 2 practice apply and refine them through feedback Finally in level 3 participants of level 2 who are identified through self- and instructor evaluation as presenting significant challenges in specific skills domains would be able to develop and consolidate these skills under a more intensive and individualized supportive program
The present study is part of LEVEL UP project and its focus is to test the conjunction of the two levels of the proposed framework at level 1 students get research-informed knowledge on soft skills and self-reflect on the level of mastery of these skills and at level 2 they develop specific skills through the participation in an intensive and supervised skills training The primary goal of this study is to determine the feasibility both of delivering level 2 as a standalone low-intensity skills training with no pre-requisite and as a part of the two-level system level 1 as a pre-requisite for to participate in level 2 Specifically we aim to examine the feasibility and acceptability of embedding a series of group-based soft skills trainings within university educational operations These trainings cover three vital soft skills training topics a how to regulate emotions b how to interact with others in an effective manner and c ways to build flexibility and their resiliency
Study aimsObjectives
The objective of this study is to assess the acceptability and feasibility of the Life Skills Boot Camp a series of soft skills trainings for students in higher education The acceptability and feasibility will be explored from the perspective of stakeholders including students participating in trainings and trainers who provide them The specific objectives of the study are to
1 Determine feasibility and acceptability of the skills training by
1 estimating feasible recruitment and refusal rates
2 measuring key outcome domains such as completion rates missing data students-reported measures of social satisfaction
3 determining the acceptability of course resources and factors influencing this
4 measuring participants willingness to participate in highly specialized soft skills training
5 determining the acceptability of the boot camps as standalone training
2 Identify under which conditions the Life skills boot camp are of added value to students personal and professional development by
a recording the antecedents associated to students perceived usefulness of boot camps trainings In specific perspectives of both students with previous relevant experience having a boot camps training as a follow up to a previous introductory soft skills course and students with no relevant experience will be evaluated in terms of training usefulness
3 Evaluate the preliminary changes in soft skills and mental health of HE students after implementing the two-level soft skills intervention
1 Examining changes in positive mental health depression anxiety and stress before the introductory course level 1 and after the soft skills bootcamps level 2 only NL
2 Analysing changes in social emotion regulation coping and resilience skills before and after the soft skills bootcamps level 2 only NL
Study Oversight
Has Oversight DMC:
None
Is a FDA Regulated Drug?:
False
Is a FDA Regulated Device?:
False
Is an Unapproved Device?:
None
Is a PPSD?:
None
Is a US Export?:
None
Is an FDA AA801 Violation?:
None