320 Participants Needed

Social-Emotional Learning for Domestic Violence

(R-CITY Trial)

CP
JH
Overseen ByJessika H Bottiani, Ph.D.
Age: 18+
Sex: Any
Trial Phase: Academic
Sponsor: University of Virginia
No Placebo GroupAll trial participants will receive the active study treatment (no placebo)

Trial Summary

Will I have to stop taking my current medications?

The trial protocol does not specify whether participants must stop taking their current medications.

What data supports the effectiveness of the treatment SEL + Equity, Second Step SEL + Equity, R-CITY Intervention, SEL Only, Second Step SEL curriculum for domestic violence?

Research shows that communication skills training can reduce aggressive feelings in intimate partner violence situations, suggesting that social-emotional learning (SEL) components may help improve emotional regulation and reduce violence. Additionally, interventions focusing on building healthy relationship skills have been effective in reducing violence among low-income couples.12345

How is the SEL + Equity treatment different from other treatments for domestic violence?

The SEL + Equity treatment is unique because it focuses on teaching social and emotional skills to promote positive relationships and decision-making, which can help reduce violence. Unlike traditional treatments, it emphasizes creating equitable learning environments and involves schools, families, and communities in fostering these skills.678910

What is the purpose of this trial?

"R-CITY" refers to the Collaborative Intervention with Teachers and Youth to practice and apply the 4 "Rs" of equity literacy skills in the classroom - Recognizing, Responding, Restoring Relationships, and Resilience. R-CITY is a collaborative teacher- and youth-focused prevention intervention that offers equity literacy lessons to accompany the Second Step social and emotional learning (SEL) curriculum. The lessons are designed to build teachers' and students' "equity stamina" and promote SEL skills to create safe and positive learning environments for all.The R-CITY Project uses a school-level randomized controlled trial (RCT) design to test the integration of the Second Step universal classroom-based evidence-based SEL program that Anne Arundel County Public Schools (AACPS) had been scaling up district wide with the R-CITY equity lessons. The purpose of the RCT is to determine the "value-added" of the SEL + Equity Condition, compared to the SEL curriculum alone (SEL Only) in AACPS elementary and middle schools. Students in both conditions get access the Second Step SEL content, there is no true control condition, but rather an active comparison condition.

Eligibility Criteria

The R-CITY Project is for general education teachers of core subjects like Math, Science, Social Studies, and English in Anne Arundel County Public Schools. It aims to enhance their ability to create a positive learning environment by integrating equity literacy with social and emotional learning (SEL).

Inclusion Criteria

General education teachers of core subjects (Mathematics, Science, Social Studies, English/Language Arts)

Timeline

Screening

Participants are screened for eligibility to participate in the trial

2-4 weeks

Intervention

Implementation of the R-CITY intervention with equity literacy lessons and Second Step SEL curriculum

School year (approximately 9 months)
Ongoing school-based activities

Post-intervention Follow-up

Assessment of outcomes such as teacher self-report surveys and classroom observations

1 month
Data collection visits

Treatment Details

Interventions

  • SEL + Equity
  • SEL Only
Trial Overview This study compares two educational approaches: 'SEL + Equity', which combines SEL curriculum with equity lessons, versus 'SEL Only', the standard SEL program. The goal is to see if adding equity training improves school environments.
Participant Groups
2Treatment groups
Experimental Treatment
Active Control
Group I: SEL + EquityExperimental Treatment1 Intervention
SEL + Equity (Second Step + Equity) supports include supports from the SEL Only condition plus: * Training and implementation support for teachers to deliver 6 equity literacy lessons tailored to each grade level (4th and 5th for elementary schools; 6th - 8th for middle schools) and aligned with Second Step core content * Five 45-minute school-wide equity focused Professional Development (PD) sessions to complement AACPS Equity PD * Individualized teacher coaching to support implementing equity practices and equity-focused classroom lessons
Group II: SEL OnlyActive Control1 Intervention
SEL Only Condition supports include: * School wide support for implementation of Second Step curriculum (e.g., technical assistance professional development, facilitated professional learning communities) * Support to Positive Behavioral Intervention and Supports (PBIS) and Multi Tiered System of Supports (MTSS) and equity teams with alignment of initiatives * Individualized technical assistance with Second Step SEL implementation

Find a Clinic Near You

Who Is Running the Clinical Trial?

University of Virginia

Lead Sponsor

Trials
802
Recruited
1,342,000+

National Institute on Minority Health and Health Disparities (NIMHD)

Collaborator

Trials
473
Recruited
1,374,000+

Sheppard Pratt Health System

Collaborator

Trials
23
Recruited
7,800+

Johns Hopkins Bloomberg School of Public Health

Collaborator

Trials
441
Recruited
2,157,000+

Findings from Research

A psycho-educational intervention aimed at low-income couples significantly reduced intimate partner violence (IPV) by teaching therapeutic skills such as conflict management and relationship building, based on a study of 115 couples.
The reduction in IPV was linked to an increase in healthy relationship skills, indicating that targeted interventions can effectively promote safer relationships in situationally violent couples.
Reducing situational violence in low-income couples by fostering healthy relationships.Cleary Bradley, RP., Gottman, JM.[2021]
Despite the implementation of a mandatory 1-hour continuing education course on domestic violence in Florida in 1993, there were no significant improvements in healthcare professionals' awareness and identification of pregnant women in abusive relationships by 1997.
However, there was a notable increase in the availability of patient education materials regarding domestic violence over the four-year period, indicating some progress in resources despite the lack of change in professional awareness.
Continuing education about physically abusive relationships: does education change the perceptions of health care practitioners?Perrin, KM., Boyett, TR., McDermott, RJ.[2022]
The intervention, which provided support and taught child management skills to mothers of children with conduct problems, led to faster improvements in children's behavior compared to families receiving standard services.
After 16 months, the intervention significantly reduced the number of children displaying clinical levels of conduct problems and helped mothers improve their child management skills.
Reducing conduct problems among children of battered women.Jouriles, EN., McDonald, R., Spiller, L., et al.[2019]

References

Reducing situational violence in low-income couples by fostering healthy relationships. [2021]
Continuing education about physically abusive relationships: does education change the perceptions of health care practitioners? [2022]
Reducing conduct problems among children of battered women. [2019]
A proximal change experiment testing two communication exercises with intimate partner violent men. [2021]
A training program to improve domestic violence identification and management in primary care: preliminary results. [2015]
Social Emotional Learning and the promotion of equal personal relationships among adolescents in Panama: a study protocol. [2022]
Systemic social and emotional learning: Promoting educational success for all preschool to high school students. [2022]
A systematic review of the Second Step program. [2019]
Social and emotional learning: a framework for promoting mental health and reducing risk behavior in children and youth. [2022]
10.United Statespubmed.ncbi.nlm.nih.gov
Promoting children's ethical development through social and emotional learning. [2019]
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