Cooperative Learning for Teen Mental Health

Not currently recruiting at 2 trial locations

Overseen By Mark Van Ryzin

Age: Any Age

Sex: Any

Trial Phase: Academic

Sponsor: University of Oregon

No Placebo Group All trial participants will receive the active study treatment (no placebo)

Compensation: Varies

Number of Visits: Unknown

What You Need to Know Before You Apply

What is the purpose of this trial?

This trial aims to help teens facing anxiety, depression, or suicidal thoughts by improving their peer interactions. It focuses on Cooperative Learning, a method that encourages small-group work to boost friendships and reduce peer pressure. Teachers will use an online tool, PeerLearning.net, to lead these group activities at least four times a month. Students currently enrolled in participating schools are a good fit for this trial.

As an unphased trial, this study offers students a unique opportunity to enhance their social skills and emotional well-being through innovative educational methods.

Will I have to stop taking my current medications?

The trial protocol does not specify whether you need to stop taking your current medications.

What prior data suggests that Cooperative Learning is safe for teen mental health?

Research shows that cooperative learning, like the method used by PeerLearning.net, provides social, behavioral, academic, and mental health benefits. Studies have found that it lowers student stress and emotional issues, indicating a generally positive response from students.

Other research has shown that cooperative learning improves relationships among students and reduces risks associated with peer pressure. This approach positively changes classroom interactions, supporting students' mental health.

While specific data on any negative effects of PeerLearning.net is lacking, cooperative learning techniques are widely used and linked to positive student outcomes. This suggests the approach is safe for use in schools. ^{1 2 3 4 5}

Why are researchers excited about this trial?

Researchers are excited about PeerLearning.net because it offers a fresh approach to boosting teen mental health by integrating peer-based learning with technology. Unlike traditional educational methods, which might not consistently incorporate collaborative learning, PeerLearning.net actively engages students in working together, fostering a supportive community. This method not only enhances educational experiences but also aims to improve mental well-being by promoting social connections and teamwork. By providing teachers with the tools and resources to implement this system effectively, researchers hope to see a marked improvement in students' mental health outcomes.

What evidence suggests that Cooperative Learning is effective for improving teen mental health?

Research has shown that working in groups, known as cooperative learning (CL), can improve mental health by changing classroom interactions. For example, studies have found that CL lowers stress by enhancing social interactions, which helps students sleep better. Students report that these group activities reduce feelings of anxiety and depression by creating a supportive environment. Additionally, CL can prevent negative social behaviors, like bullying, and increase peer support. In this trial, one group of participants will experience CL through PeerLearning.net, a technology-aided approach. Overall, CL, especially when aided by technology like PeerLearning.net, offers a promising way to boost the mental health and social well-being of teenagers. ^{2 3 4 6 7}

Are You a Good Fit for This Trial?

This trial is for all students and teachers in certain grades at participating schools who may be experiencing suicidal thoughts, depression, or anxiety. It aims to improve adolescent mental health by focusing on peer relations.

Inclusion Criteria

I am a student or teacher in the specified grades at a participating school.

Timeline for a Trial Participant

Screening

Participants are screened for eligibility to participate in the trial

2-4 weeks

Pre-Intervention

Teachers in pre-intervention schools continue with typical instruction without technology support

Varies

Implementation of PeerLearning.net

Teachers in implementation schools use PeerLearning.net for instruction, delivering lessons at least four times per month

4 years

Monthly monitoring visits

Follow-up

Participants are monitored for changes in anxiety, depressive symptoms, and other outcomes

Spring of Year 4

What Are the Treatments Tested in This Trial?

Interventions

• PeerLearning.net

Trial Overview The intervention being tested is a technology-supported small-group instructional method called Cooperative Learning (CL). CL targets peer-based risk factors and promotes academic engagement to help reduce symptoms of anxiety, depression, and suicidality.

How Is the Trial Designed?

Group I: Implementation of PeerLearning.net Experimental Treatment 1 Intervention

Teachers in implementation schools will be given access to training and resources to implement PeerLearning.net as a core component of instruction. Investigators will not create specific requirements of teachers but will ask that they deliver lessons with PeerLearning.net at least four times per month. Investigators will monitor all teacher usage and thus will be able to promote greater usage by (1) publicly acknowledging teachers that are using it frequently and experiencing success, and (2) targeting teachers who use it infrequently with additional resources and support to encourage more frequent use.

Group II: Pre-Intervention Active Control 1 Intervention

Teachers in pre-intervention schools will continue with business as usual (i.e., typical instruction). Based upon previous experience in conducting research in school settings, teachers in pre-intervention schools will likely use CL very infrequently, and without the benefit of technology support.

Who Is Running the Clinical Trial?

University of Oregon

Lead Sponsor

Trials

91

Recruited

46,700+

Arizona State University

Collaborator

Trials

311

Recruited

109,000+

Oregon Research Institute

Collaborator

Trials

87

Recruited

62,600+

University of Wisconsin, Madison

Collaborator

Trials

1,249

Recruited

3,255,000+

Published Research Related to This Trial

A peer-to-peer support program implemented at a pediatric medical center trained 125 supporters and received 2187 referrals, demonstrating its feasibility in addressing healthcare worker burnout.

Survey results showed that 71.8% of frontline clinicians found the program valuable, and 81.3% recommended it for those involved in adverse and stressful events, indicating its effectiveness in mitigating emotional distress.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Implementation of a Peer-to-Peer Support Program in a Quaternary Pediatric Medical Center. Simpson, SL., Khan, S., Schiferl, LM., et al.[2023]

The pilot Patient Safety Presentation process, implemented in a psychiatry residency program, significantly improved residents' knowledge and engagement in patient safety practices, as evidenced by pre- and post-presentation surveys involving 32 residents.

All participating residents expressed satisfaction with the presentation, highlighting its effectiveness as a model for enhancing patient safety education in residency programs.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Development and Pilot of a Process for Regularly Sharing Summary Patient Safety Data. Kim, B., Grech, SM., Rembisz, AE., et al.[2023]

In a study involving 2353 users of an online moderated peer support network, 8.37% reported experiencing adverse events, with the most common issues being negative experiences related to moderation and social exclusion.

While the overall incidence of adverse events was low, the findings suggest that not all users benefit from online peer support, highlighting the need for further research to identify which individuals may be negatively affected by such platforms.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Qualitative Exploration of the Potential for Adverse Events When Using an Online Peer Support Network for Mental Health: Cross-Sectional Survey. Easton, K., Diggle, J., Ruethi-Davis, M., et al.[2020]

The PeerTECH intervention, a digital peer support program for adults with serious mental illness, was found to be feasible and acceptable, showing significant improvements in self-efficacy and personal empowerment over a 12-week period with 21 participants.

Preliminary evidence suggests that this intervention can enhance self-management skills for both medical and psychiatric conditions, indicating its potential as a valuable tool in supporting recovery for individuals with serious mental illnesses.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Assessing a digital peer support self-management intervention for adults with serious mental illness: feasibility, acceptability, and preliminary effectiveness. Fortuna, KL., Myers, AL., Ferron, J., et al.[2023]

The 'Entrelaços' Peer Support Program successfully engaged 246 participants over 18 months, leading to the formation of 7 independent mutual-help groups that have supported over 214 families in the community.

Participants reported increased empowerment and social support, transitioning from service users to peer providers, highlighting the program's effectiveness in integrating psychoeducation with problem-solving therapy in a cost-effective manner.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Psychoeducation and Problem-Solving Therapy as an Integrative Model of Mutual-Help Groups for People with Severe Mental Disorders: A Report from Brazil. Palmeira, L., Keusen, A., Carim, E., et al.[2021]

Peer-administered interventions (PAIs) significantly reduce depression symptoms, with a moderate effect size of 0.5043 based on a meta-analysis of 23 studies.

PAIs are as effective as non-peer-administered treatments and significantly outperform no-treatment conditions, suggesting they are a valuable option for depression treatment, especially when delivered purely by peers rather than in conjunction with professionals.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Meta-analysis of the effects of peer-administered psychosocial interventions on symptoms of depression. Bryan, AE., Arkowitz, H.[2015]

A pilot study involving 49 patients with schizophrenia showed that a peer-to-peer psychoeducation program significantly increased patients' knowledge about their illness and improved their trust in physicians and medications.

The structured 5-step curriculum for training peer moderators was found to be feasible, indicating that peer-led psychoeducation could be an effective alternative to traditional professional-led sessions for improving patient outcomes.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Peer-to-peer psychoeducation in schizophrenia: a new approach. Rummel, CB., Hansen, WP., Helbig, A., et al.[2022]

The Community of Practice method effectively engages marginalized populations in patient-outcomes research, leading to valuable contributions such as smartphone applications and peer support programs.

Involving peer support specialists with lived experiences in mental health research has resulted in significant outputs, including 30 peer-reviewed publications and various tools to improve patient-research partnerships.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Peer and Non-Peer Academic Scientists and Peer Support Specialist Community of Practice: Stakeholder Engagement to Advance the Science of Peer Support. Fortuna, K., Mbao, M., Kadakia, A., et al.[2022]

The MAKINGtheLINK intervention is designed to improve help-seeking behaviors among adolescents for mental health and substance use issues, addressing a significant gap where less than 25% of young people with disorders seek professional help.

This study, involving 22 secondary schools in Victoria, Australia, will assess the effectiveness of the intervention in increasing help-seeking behavior over 12 months, potentially providing a valuable resource for teachers to support students in accessing mental health services.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

A school-based health promotion programme to increase help-seeking for substance use and mental health problems: study protocol for a randomised controlled trial. Lubman, DI., Berridge, BJ., Blee, F., et al.[2018]

The 'Buddy Study' program, which includes a seminar and peer support for healthcare professionals after adverse events, received positive feedback from participants, with 91.6% satisfied with the seminar content and 69.1% feeling it helped them manage their emotional responses.

The program fostered a compassionate culture and attentiveness to colleagues' wellbeing, although it highlighted the need for ongoing support and visibility to maintain its effectiveness, suggesting that while valuable, peer support should complement other forms of support rather than replace them.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Evaluation of'the Buddy Study', a peer support program for second victims in healthcare: a survey in two Danish hospital departments. Schrøder, K., Bovil, T., Jørgensen, JS., et al.[2022]

A new approach to Morbidity and Mortality (M&M) Conferences has led to a 29% increase in overall satisfaction and a 50% increase in satisfaction regarding the addressing of process improvement issues over 5 years.

The hands-on, educational focus of the revamped M&M Conferences has resulted in 100% of faculty applying what they learn to their practice, suggesting that this model could enhance discussions about adverse events and improve patient safety across the medical community.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

An Innovative and Integrative Approach to Breaking Down Barriers to Traditional Morbidity and Mortality Conference. Tresselt, E., Darnell Bowens, C., Dhar, A.[2023]

The demand for mental health care among college students has surged, prompting the exploration of peer-to-peer support programs as a viable solution to extend mental health services on campuses.

Programs like the College Mental Health Program at McLean Hospital and the Student Support Network at Worcester Polytechnic Institute demonstrate the potential effectiveness of student-to-student support, although more empirical research is needed to solidify their impact.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Population-based initiatives in college mental health: students helping students to overcome obstacles. Kirsch, DJ., Pinder-Amaker, SL., Morse, C., et al.[2022]

A study involving 536 secondary school students found that both peer-led and adult-led mental health promotion workshops significantly improved students' mental health knowledge and help-seeking intentions.

The effectiveness of peer-led initiatives is comparable to traditional adult-led workshops, with male students showing a particularly positive response to peer-led content, suggesting that peer influence can enhance engagement in mental health topics.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

School-based health promotion to improve mental health literacy: a comparative study of peer- versus adult-led delivery. Booth, A., Doyle, E., O'Reilly, A.[2023]

The Peer Education Project (PEP) aims to enhance mental health literacy among young people by using peer teaching methods, addressing the growing issue of emotional disorders in adolescents who often struggle to recognize mental health problems.

This study will evaluate the PEP's implementation in schools, involving 6 schools and various data collection methods, to refine the intervention and prepare for a future study assessing its effectiveness in improving mental health understanding.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

A process evaluation of a peer education project to improve mental health literacy in secondary school students: study protocol. Widnall, E., Dodd, S., Simmonds, R., et al.[2021]

The Peer Education Project effectively improves mental health literacy among younger students by utilizing peer educators, with mechanisms such as relatable life experiences and tailored information fostering a supportive environment for help-seeking behavior.

Qualitative analysis revealed that the intervention's success is context-dependent, highlighting the importance of adapting strategies to different educational settings to maximize their impact on mental health outcomes.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

The Peer Education Project to improve mental health literacy in secondary school students in England: a qualitative realist evaluation. Curtin, EL., Widnall, E., Dodd, S., et al.[2023]

Citations

1. pmc.ncbi.nlm.nih.gov pmc.ncbi.nlm.nih.gov/articles/PMC11305977/

Technology-Supported Cooperative Learning as a Universal ... The field of school-based universal mental health prevention has many offerings, but to date, few have been found to be consistently effective. The results of ...

2. journals.plos.org journals.plos.org/plosone/article?id=10.1371/journal.pone.0328437

Adolescent perspectives on the effect of cooperative ... Cooperative learning is a small-group pedagogical technique hypothesized to impact health by altering classroom social dynamics.

3. pmc.ncbi.nlm.nih.gov pmc.ncbi.nlm.nih.gov/articles/PMC10079556/

Peer Learning can Modify the Reciprocal Relationship ... This research investigated how peer victimization and support are reciprocally related and how Cooperative Learning (CL) can reverse the progressive cascade.

4. sciencedirect.com sciencedirect.com/science/article/abs/pii/S0022440524001377

Technology-supported cooperative learning can reduce ... Cooperative learning can reduce adolescent stress by enhancing positive social interactions in school, which may improve adolescent sleep quality.

5. onlinelibrary.wiley.com onlinelibrary.wiley.com/doi/abs/10.1002/jad.12133

Peer learning can modify the reciprocal relationship ... This research investigated how peer victimization and support are reciprocally related and how Cooperative Learning (CL) can reverse the progressive cascade.

6. peerlearning.net peerlearning.net/post/cooperative-learning-can-reduce-student-stress-and-emotional-problems

Cooperative learning can reduce student stress and ... We conclude that cooperative learning can provide social, behavioral, academic, and mental health benefits for students. https://doi.org/10.1177 ...

7. link.springer.com link.springer.com/article/10.1007/s42380-022-00140-y

A Longitudinal Process Model Evaluating the Effects of ... In this study, we used data from a 2-year cluster randomized trial of cooperative learning to evaluate an etiological process model that ...