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Prevention of School Dropout for Mexican American Adolescents

This study has been completed.
National Institute of Mental Health (NIMH)
Information provided by:
Arizona State University Identifier:
First received: January 15, 2003
Last updated: January 6, 2012
Last verified: January 2012
The purpose of this study is to test the efficacy of a family-based psychosocial intervention to prevent school disengagement and reduce the incidence of depression, conduct disorders, and school dropout for Mexican American adolescents.

Condition Intervention Phase
Conduct Disorder
Behavioral: Bridges to High School Project
Phase 2

Study Type: Interventional
Study Design: Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: Open Label
Primary Purpose: Prevention
Official Title: Preventive Intervention for Mexican American Adolescents

Further study details as provided by Arizona State University:

Estimated Enrollment: 480
Study Start Date: October 2002
Detailed Description:

Mexican American adolescents are at an increased risk for interrelated problems of poor mental health and school dropout. Unfortunately, there is a lack of interventions specifically designed to address this risk. This study will evaluate a preventive intervention for low-income Mexican American adolescents.

Participants are randomly assigned to either a multi-component intervention called the Bridges to High School Program or a Low Dose Workshop. The 11-week multi-component intervention takes place during the fall semester of seventh grade and consists of an adolescent group, a parenting group, a combined (parent-adolescent) family group, and a school liaison. This intervention focuses on adolescent coping skills, parenting practices, family cohesion, and parental support for education. The Low-Dose Workshop consists of a 3-hour workshop in which adolescents and parents are given information and resources to facilitate school engagement. Participants are assessed prior to and immediately following the intervention and again in eighth and ninth grade. Academic and mental health outcomes are measured with questionnaire-based interviews given to caregivers and adolescents. Teachers are asked to complete questionnaires; archival school data are also collected. Diagnostic interviews are conducted at the ninth grade assessment.


Ages Eligible for Study:   10 Years to 15 Years   (Child)
Sexes Eligible for Study:   All
Accepts Healthy Volunteers:   Yes

Inclusion criteria:

  • Mexican American adolescent with at least one primary caregiver
  • Enrolled in seventh grade in one of four inner-city schools
  • Adolescent and participating caregivers must be able to receive intervention in the same language (English or Spanish)

Exclusion criteria:

  • High risk for suicide
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Please refer to this study by its identifier: NCT00051727

United States, Arizona
Prevention Research Center, Arizona State University
Tempe, Arizona, United States, 85287
Sponsors and Collaborators
Arizona State University
National Institute of Mental Health (NIMH)
Principal Investigator: Nancy A Gonzales, Ph.D. Arizona State University
  More Information Identifier: NCT00051727     History of Changes
Other Study ID Numbers: R01MH064707 ( US NIH Grant/Contract Award Number )
Study First Received: January 15, 2003
Last Updated: January 6, 2012

Additional relevant MeSH terms:
Conduct Disorder
Attention Deficit and Disruptive Behavior Disorders
Neurodevelopmental Disorders
Mental Disorders processed this record on April 26, 2017