Social-Emotional Learning for Domestic Violence

(R-CITY Trial)

Overseen By Jessika H Bottiani, Ph.D.

Age: 18+

Sex: Any

Trial Phase: Academic

Sponsor: University of Virginia

Disqualifiers: Non-general education teachers, others

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

Compensation: Varies

Number of Visits: Unknown

320 Participants Needed

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. ^{1 2 3 4 5}

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. ^{6 7 8 9 10}

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

Group I: SEL + Equity Experimental Treatment 1 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 Only Active Control 1 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

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.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

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.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

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.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Reducing conduct problems among children of battered women. Jouriles, EN., McDonald, R., Spiller, L., et al.[2019]

In a study involving 100 couples with an abusive male partner, men who received skills training in either editing-out-the-negative or accepting influence showed significant reductions in aggressive feelings during arguments compared to those who received a time-out intervention.

Women reported feeling less aggressive when their partners were in the skills-training conditions, indicating that teaching communication skills to IPV men can positively affect the emotional dynamics of their relationships.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

A proximal change experiment testing two communication exercises with intimate partner violent men. Babcock, JC., Graham, K., Canady, B., et al.[2021]

A training program aimed at improving the identification and management of domestic violence in primary care was implemented across two medical centers, involving the entire adult healthcare teams, and showed promising results in enhancing provider skills.

Nine months after the training, core content on domestic violence was highly valued by providers, indicating that the program effectively equipped them with knowledge and techniques to better address domestic violence cases in their practice.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

A training program to improve domestic violence identification and management in primary care: preliminary results. Thompson, RS., Meyer, BA., Smith-DiJulio, K., et al.[2015]

The 'Me and My New World' program aims to enhance Social and Emotional Learning (SEL) competencies among middle school students in Panama, focusing on promoting equal relationships and nonviolent problem-solving to address issues like teenage pregnancy and HIV infections.

The program was developed using the Intervention Mapping Protocol, which involved a thorough needs assessment and stakeholder engagement, ensuring that cultural and educational contexts were considered to maximize the effectiveness of the intervention.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Social Emotional Learning and the promotion of equal personal relationships among adolescents in Panama: a study protocol. Araúz Ledezma, AB., Massar, K., Kok, G.[2022]

Systemic social and emotional learning (SEL) is essential for creating equitable educational environments that engage all students from Pre-K to Grade 12 in developing important social, emotional, and academic skills.

Effective implementation of systemic SEL requires coordinated efforts at various levels, including state and district policies, to support evidence-based practices, foster inclusive cultures, and enhance partnerships among schools, families, and communities.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Systemic social and emotional learning: Promoting educational success for all preschool to high school students. Mahoney, JL., Weissberg, RP., Greenberg, MT., et al.[2022]

The Second Step social emotional learning program significantly improved students' knowledge of the program content and led to increased prosocial behaviors, based on a meta-analysis of 24 studies.

There were no significant changes in antisocial behaviors associated with participation in the program, indicating its focus on promoting positive social outcomes rather than addressing negative behaviors.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

A systematic review of the Second Step program. Moy, GE., Hazen, A.[2019]

The article outlines a framework developed by CASEL that helps educators select effective social and emotional learning (SEL) programs by focusing on 17 key competencies grouped into four categories: self-awareness, positive attitudes, responsible decision-making, and social interaction skills.

It emphasizes the importance of 11 critical program features, such as curriculum design and educator support, which are essential for the success of school-based SEL initiatives aimed at improving student health and reducing risky behaviors.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Social and emotional learning: a framework for promoting mental health and reducing risk behavior in children and youth. Payton, JW., Wardlaw, DM., Graczyk, PA., et al.[2022]

Social and emotional learning (SEL) is essential for addressing students' emotional and social needs, which can enhance their overall development and academic engagement, especially in a high-stakes testing environment.

A case study from an Illinois school implementing SEL programming shows positive impacts on school climate, student behavior, and attitudes, suggesting that SEL can foster ethical decision-making and is applicable in various educational settings.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Promoting children's ethical development through social and emotional learning. Devaney, E., O'Brien, MU., Tavegia, M., et al.[2019]

References

1. United States pubmed.ncbi.nlm.nih.gov

Reducing situational violence in low-income couples by fostering healthy relationships. [2021]

2. United States pubmed.ncbi.nlm.nih.gov

Continuing education about physically abusive relationships: does education change the perceptions of health care practitioners? [2022]

3. United States pubmed.ncbi.nlm.nih.gov

Reducing conduct problems among children of battered women. [2019]

4. England pubmed.ncbi.nlm.nih.gov

A proximal change experiment testing two communication exercises with intimate partner violent men. [2021]

5. United States pubmed.ncbi.nlm.nih.gov

A training program to improve domestic violence identification and management in primary care: preliminary results. [2015]

6. England pubmed.ncbi.nlm.nih.gov

Social Emotional Learning and the promotion of equal personal relationships among adolescents in Panama: a study protocol. [2022]

7. United States pubmed.ncbi.nlm.nih.gov

Systemic social and emotional learning: Promoting educational success for all preschool to high school students. [2022]

8. United States pubmed.ncbi.nlm.nih.gov

A systematic review of the Second Step program. [2019]

9. United States pubmed.ncbi.nlm.nih.gov

Social and emotional learning: a framework for promoting mental health and reducing risk behavior in children and youth. [2022]

10. United States pubmed.ncbi.nlm.nih.gov

Promoting children's ethical development through social and emotional learning. [2019]