Improving psychosocial distress for young adolescents in rural schools of Pakistan: study protocol of a cluster randomised controlled trial.

医学 社会心理的 心理干预 焦虑 整群随机对照试验 心理教育 苦恼 随机对照试验 公共卫生 家庭医学 物理疗法 临床心理学 精神科 护理部 外科
作者
Syed Usman Hamdani,Zill-e Huma,Aiysha Malik,Asad Tamizuddin- Nizami,Um Ul Baneen,Nadia Suleman,Hashim Javed,Duolao Wang,Mark van Ommeren,Samra Mazhar,Shahzad Alam Khan,Fareed Aslam Minhas,Atif Rahman
出处
期刊:BMJ Open [BMJ]
卷期号:12 (9): e063607-e063607
标识
DOI:10.1136/bmjopen-2022-063607
摘要

Emotional problems are leading contributors to health burden among adolescents worldwide. There is an urgent need for evidence-based psychological interventions for young people. This study aims to evaluate the effectiveness of a school-based, group psychological intervention, Early Adolescent Skills for Emotions (EASE) developed by the WHO to improve psychosocial distress in Pakistani adolescents.A two-arm, single-blinded, cluster randomised controlled trial, with a wait-list control arm is being conducted in school settings of rural Pakistan. Forty eligible public-school clusters have been randomised (stratified by gender) on a 1:1 allocation ratio into intervention (n=20) and control arm (n=20). Following informed consent, 564 adolescents with psychosocial distress (Youth-reported Paediatric Symptoms Checklist, cut-off ≥28) from 40 schools have been enrolled into the trial (14±3 average cluster size) between 2 November 2021 and 30th November 2021. Participants in the intervention arm will receive EASE in 7-weekly adolescents and 3-biweekly caregivers group sessions in schools. The adolescent sessions involve the components of psychoeducation, stress management, behavioural activation, problem-solving and relapse prevention. Caregivers will receive training to learn and implement active listening; spending quality time and using praise as a strategy to help their children. The primary outcome is reduction in psychosocial distress at 3 months postintervention. Secondary outcomes include symptoms of depression and anxiety, caregiver-adolescent relationship and caregivers' well-being. Outcomes will be assessed at baseline, immediate 1 week and 3-months postintervention. Qualitative process evaluation will explore barriers and facilitators to programme implementation in low-resource school settings.Ethics approval has been obtained from Central Ethics Committee of University of Liverpool, UK, Ethics Review Committee of WHO Geneva and from the Institutional Review Board of Human Development Research Foundation (HDRF), Pakistan.The findings of the study will be disseminated by WHO and through peer-reviewed publications.ISRCTN17755448.
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