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Care 4 School


- candidate number28118
- NTR NumberNTR6885
- ISRCTNISRCTN no longer applicable
- Date ISRCTN created
- date ISRCTN requested
- Date Registered NTR30-okt-2017
- Secondary IDs737200017 ZonMw projectnummer
- Public TitleCare 4 School
- Scientific TitleNaar Inclusief Voortgezet Onderwijs: versterking van schoolbegeleiding voor jongeren met psychische problemen.
- ACRONYMNIVO
- hypothesis1. The Supported Education Toolkit is more effective in increasing school functioning of adolescents in secondary education, compared to care as usual.
2. Communication between adolescent and professional, psychosocial functioning and goal attainment influence the efficiency of the Supported Education Toolkit.
- Healt Condition(s) or Problem(s) studiedPsychosiocial problems, School functioning
- Inclusion criteriaGender: m/f
Age: 11 – 19
Pupils in secondary education with emotional, behavioral, social or psychiatric problems who are receiving support for problems in school functioning.
- Exclusion criteriaAbsentees/truants or dropouts; support in case of dyslexia, dyscalculia or dyspraxia, or learning disorder.
- mec approval receivedyes
- multicenter trialno
- randomisedno
- groupParallel
- Type2 or more arms, non-randomized
- Studytypeintervention
- planned startdate 1-sep-2017
- planned closingdate31-dec-2019
- Target number of participants168
- InterventionsSupported Education Toolkit: aimed to help (young) people with emotional, behavioral, social or psychiatric problems to choose, get and keep regular education of their own preference. Executed by trained educational professionals.
- Primary outcomeSchool functioning: self-reported (school functioning subscale of PedsQL), and based on school information (grades, absence).
- Secondary outcomeGoal attainment (Goal attainment scale); Psychosocial functioning (Strength and Difficulties Questionnaire); and Communication with the professional (adapted from the Consumer Quality Index, used in preventive child healthcare, outpatient mental healthcare and outpatient occupational-therapy care).
- TimepointsIn general measurements take place at baseline (before start of the support), and at 2 months, 4 months, 6 months and 1 year after start.
Psychosocial functioning is measured only on baseline, 6 months and 1 year.
Goal attainment and Communication are not measured on baseline, but at 2 months, 4 months, 6 months and 1 year.
- Trial web site
- statusopen: patient inclusion
- CONTACT FOR PUBLIC QUERIES Lindy Beukema
- CONTACT for SCIENTIFIC QUERIESProf. MD, PhD, S.A. Reijneveld
- Sponsor/Initiator University Medical Center Groningen (UMCG)
- Funding
(Source(s) of Monetary or Material Support)
ZonMw
- Publications
- Brief summaryMental health problems are common in adolescents, and are related to a higher risk of poor educational, social, occupational and psychiatric outcomes in adulthood. Adolescents suffering from psychosocial problems are at higher risk of poor educational outcomes such as poor school performance, school absenteeism, school dropout, and low educational attainment. Consequently, educational attainment is related to financial security, social status, and occupational status, and therefore plays an important role in adult life. To improve educational attainment, future labor opportunities, and societal inclusion, it is important that adolescents with psychosocial problems are able to complete their secondary education successfully. However, attitudes towards disclosure of mental health problems hinders early identification of adolescents with psychosocial problems who might need extra support in school. This dilemma of whether or not to disclose mental health problems, is mostly due to the fear of being stigmatized. The department of Rehabilitation of the Hanzehogeschool Groningen developed the Supported Education Toolkit, which is focused on supporting students with psychiatric disorders in (higher) vocational education and aims to help these students to complete their education successfully and with satisfaction, by helping them set up and reach their own learning goals. Knowledge on the effectiveness of the toolkit in secondary education is however still lacking. The current project aims to contribute to the development of an evidence-based Supported Education Toolkit appropriate for secondary education. To facilitate this development, the current project furthermore aims to get a broader and better understanding of the influence of mental health problems on adolescents’ functioning in secondary education and to gain insight into potential barriers to educational support.
- Main changes (audit trail)
- RECORD30-okt-2017 - 27-dec-2017


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