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Joyful Adventure Day for Adolescents

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ClinicalTrials.gov Identifier: NCT03361462
Recruitment Status : Active, not recruiting
First Posted : December 4, 2017
Last Update Posted : May 8, 2018
Sponsor:
Collaborator:
The Boys' & Girls' Clubs Association of Hong Kong
Information provided by (Responsible Party):
Dr. Daniel Sai-Yin Ho, The University of Hong Kong

November 27, 2017
December 4, 2017
May 8, 2018
December 11, 2017
June 30, 2018   (Final data collection date for primary outcome measure)
Changes in the concept of Sharing, Mind and Enjoyment (SME) for adolescents and their family members. [ Time Frame: T1: before the 1st Joyful Adventure Day (baseline); T3: after the 2nd Joyful Adventure Day (1-month after baseline); T4: 3-month after baseline ]
The outcome-based questionnaire will be used to evaluate participants' frequency of performing the suggested Sharing, Mind and Enjoyment (SME) related behaviors from baseline to three-month after baseline.
Same as current
Complete list of historical versions of study NCT03361462 on ClinicalTrials.gov Archive Site
  • Changes in the knowledge and understanding about mental health for adolescents and their family members. [ Time Frame: T1: before the 1st Joyful Adventure Day (baseline); T2: immediately after the 1st Joyful Adventure Day ( post intervention ); T3: after the 2nd Joyful Adventure Day (1-month after baseline); T4: 4-month after baseline ]
    The outcome-based questionnaire will be used to evaluate participants' knowledge and understanding about anxiety disorder from baseline to three-month after baseline.
  • Changes in personal happiness from baseline to three-month after baseline [ Time Frame: T1: before the 1st Joyful Adventure Day (baseline); T3: after the 2nd Joyful Adventure Day (1-month after baseline); T4: 3-month after baseline ]
    Personal happiness will be assessed by Subjective Happiness Scale (SHS). SHS was rated on 7-point scale with 1 indicating not happiness at all and 7 indicating extreme happiness. To score the scale, the 4th item will be coded reversely and mean of the 4 items will be computed.
  • Changes in mental well-being from baseline to three-month after baseline. [ Time Frame: T1: before the 1st Joyful Adventure Day (baseline); T3: after the 2nd Joyful Adventure Day (1-month after baseline); T4: 3-month after baseline ]
    Mental well-being will be assessed by validated Chinese version of 7-item Warwick Edinburgh Well-being Scale. Each item ranges from 1 to 5 and the scale will be scored by first summing the score for each of the 7 items and then transforming the total score for each person according to a conversion table.
  • Changes in individual and family health from baseline to three-month after baseline [ Time Frame: T1: before the 1st Joyful Adventure Day (baseline); T3: after the 2nd Joyful Adventure Day (1-month after baseline); T4: 3-month after baseline ]
    Self-perceived health, happiness and harmony at the individual and family level will be assessed by a 0-10 score at 3 time points
  • Satisfaction toward Joyful Adventure Day Project [ Time Frame: T2: immediately after the 1st Joyful Adventure Day ( post intervention ); T3: after the 2nd Joyful Adventure Day (1-month after baseline); T4: 3-month after baseline ]
    Satisfaction towards the adventure games, short interactive talk on SME and physical activity diary will be assessed by programme evaluation measure
  • The social impact of the community-based engagement project [ Time Frame: T4: 3-month after baseline ]
    The social impact of the community-based engagement project will be The satisfaction, ratings and opinions on Joyful Adventure Day programme of school principal/teacher/community partner in the intervention group will be assessed qualitatively (individual in-depth interviews)
  • The process of community based intervention programme [ Time Frame: up to 3 months ]
    The process evaluation on-site observation questionnaire will be used to assess the process of the community-based intervention programs.
  • Changes in the knowledge and understanding about mental health for adolescents and their family members. [ Time Frame: T1: before the 1st Joyful Adventure Day (baseline); T2: immediately after the 1st Joyful Adventure Day ( post intervention ); T3: after the 2nd Joyful Adventure Day (1-month after baseline); T4: 4-month after baseline ]
    The outcome-based questionnaire will be used to evaluate participants' knowledge and understanding about anxiety disorder from baseline to three-month after baseline.
  • Changes in personal happiness from baseline to three-month after baseline [ Time Frame: T1: before the 1st Joyful Adventure Day (baseline); T3: after the 2nd Joyful Adventure Day (1-month after baseline); T4: 3-month after baseline ]
    Personal happiness will be assessed by Subjective Happiness Scale (SHS - 4 items)
  • Changes in mental well-being from baseline to three-month after baseline. [ Time Frame: T1: before the 1st Joyful Adventure Day (baseline); T3: after the 2nd Joyful Adventure Day (1-month after baseline); T4: 3-month after baseline ]
    Mental well-being will be assessed by validated Chinese version of 7-item Warwick Edinburgh Well-being Scale
  • Changes in individual and family health from baseline to three-month after baseline [ Time Frame: T1: before the 1st Joyful Adventure Day (baseline); T3: after the 2nd Joyful Adventure Day (1-month after baseline); T4: 3-month after baseline ]
    Self-perceived health, happiness and harmony at the individual and family level will be assessed by a 0-10 score at 3 time points
  • Satisfaction toward Joyful Adventure Day Project [ Time Frame: T2: immediately after the 1st Joyful Adventure Day ( post intervention ); T3: after the 2nd Joyful Adventure Day (1-month after baseline); T4: 3-month after baseline ]
    Satisfaction towards the adventure games, short interactive talk on SME and physical activity diary will be assessed by programme evaluation measure
  • The social impact of the community-based engagement project [ Time Frame: T4: 3-month after baseline ]
    The social impact of the community-based engagement project will be The satisfaction, ratings and opinions on Joyful Adventure Day programme of school principal/teacher/community partner in the intervention group will be assessed qualitatively (individual in-depth interviews)
  • The process of community based intervention programme [ Time Frame: up to 3 months ]
    The process evaluation on-site observation questionnaire will be used to assess the process of the community-based intervention programs.
Not Provided
Not Provided
 
Joyful Adventure Day for Adolescents
Community-based Mental Wellness Project for Adolescents and Adults: Joyful Adventure Day - A Pilot Project
Joyful Adventure Day - A Pilot Project is part of the Community-based Mental Wellness Project for Adolescents and Adults, which aims at promoting Sharing, Mind and Enjoyment (SME) and enhancing mental wellbeing. The Mental Wellness Project is financially supported by the Health Care and Promotion Fund from Food and Health Bureau and led by the School of Public Health, University of Hong Kong (HKU). Joyful Adventure Day - A Pilot Project aims to promote the SME related behaviors of adolescents through intervention of physical activities, and to promote their happiness, well-being and mental health knowledge.

A cluster randomized controlled trial design will be adopted. The Project will organize two joyful adventure days in secondary schools in the form of physical activities and competitions with the following activities:

  • Fitness assessment (enjoyment) and in-door games, which will be designed, supervised and supported by experienced social workers;
  • Short interactive talk on SME, positive thinking and understanding of adolescent mental health problem (in particular the anxiety disorders) and mental well-being;
  • Issue achievement / improvement stickers to students, and attractive prizes to the 10 fittest students by chairperson / members of Parent-Teacher Association (sharing);
  • Provide physical activity diary after 1st session of adventure day, and invite family members / peers to join the competition at the 2nd session.

The major subjects of Joyful Adventure Day Pilot Project RCT study are 200-300 students. 3 schools will be included in the evaluation. The classes in the same school will either be assigned into intervention group or waitlist control group (the intervention won't be provided during evaluation period and will be provided after the evaluation period.).

There will then be 4 assessments (pre-intervention, immediate post intervention, one month and three months after baseline) to evaluate the effects of the intervention programme. In the assessments, students will be asked to complete questionnaires to measure the changes in fitness enjoyment, physical activity frequency, happiness, well-being and knowledge and attitude towards mental health. The satisfaction towards the intervention, as well as the level of participation and ratings for the intervention will be evaluated.

Interventional
Not Applicable
Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: None (Open Label)
Primary Purpose: Prevention
Mental Health Wellness 1
Behavioral: Joyful Adventure Day
Participants will participate in two joyful adventure days with adventure games and a short talk on SME (Sharing, Mind, Enjoyment) focusing on positive thinking and understanding of adolescent mental health problem (in particular the anxiety disorders) and mental well-being; provide physical activity diary, such as "Zero-time Exercise" after 1st session of adventure day, and invite family members / peers to join the competition at the 2nd session.
  • Experimental: Intervention group
    Two joyful adventure days in the form of physical activities and competitions with adventure games and short interactive talk on SME.
    Intervention: Behavioral: Joyful Adventure Day
  • No Intervention: Waitlist control group
    The intervention won't be provided during evaluation period and will be provided after the evaluation period
Not Provided

*   Includes publications given by the data provider as well as publications identified by ClinicalTrials.gov Identifier (NCT Number) in Medline.
 
Active, not recruiting
505
300
February 28, 2019
June 30, 2018   (Final data collection date for primary outcome measure)

Inclusion Criteria:

  • Students (major subjects): (Intervention group and waitlist control group)

    1. Chinese speaking
    2. Intact verbal and hearing abilities for interpersonal communication
    3. Reading and writing abilities for questionnaire completion
    4. Secondary school students
  • Parents: (Intervention group)

    1. Chinese speaking
    2. Intact verbal and hearing abilities for interpersonal communication
    3. Reading and writing abilities for questionnaire completion
    4. With at least one secondary school child
  • School principals/teachers/community partners: (Intervention group)

    1. Principals/teachers of intervention school and/or staffs of The Boys' and Girls' Clubs Association in partnership with HKU research team who organize plan or implement the project
    2. Adults aged 18 or above
    3. Chinese speaking
    4. Intact verbal and hearing abilities for interpersonal communication
    5. Reading and writing abilities for questionnaire/individual in-depth interviews completion

Exclusion Criteria:

  • Students who cannot read Chinese
Sexes Eligible for Study: All
Child, Adult, Older Adult
Yes
Contact information is only displayed when the study is recruiting subjects
Hong Kong
 
 
NCT03361462
SPH-MHP-BGCA01
No
Studies a U.S. FDA-regulated Drug Product: No
Studies a U.S. FDA-regulated Device Product: No
Plan to Share IPD: No
Dr. Daniel Sai-Yin Ho, The University of Hong Kong
The University of Hong Kong
The Boys' & Girls' Clubs Association of Hong Kong
Principal Investigator: Daniel, Sai Yin Ho, Dr. Associate Professor
The University of Hong Kong
May 2018

ICMJE     Data element required by the International Committee of Medical Journal Editors and the World Health Organization ICTRP