NCT07191782

Examining the Efficacy of the PRAISE With Coaching Program

Examining the Efficacy of the PRAISE With Coaching Program in Reducing Peer Aggression and Bullying

• Status: Recruiting
• Phase: N/A
• Study type: Interventional
• Enrollment: 1,008 (estimated)
• Sponsor: Children's Hospital of Philadelphia · Academic / Other
• Sex: All
• Age: 8 Years
• Healthy volunteers: Accepted

Summary

The PReventing Aggression In Schools Everyday (PRAISE) Program has evidence of impact when run by research staff. PRAISE was adapted using community-based participatory research to a coaching model whereby school-staff are trained to facilitate the program and receive ongoing coaching from research staff. The overall objective is to demonstrate the efficacy of the adapted PRAISE program when facilitated by in-school staff.

Detailed description

PRAISE is an aggression and bullying prevention program that includes curriculum to help 3rd through 5th graders learn skills to identify feelings, use calming-down strategies, interpret others' intentions accurately, and consider choices when responding to conflict. PRAISE also has lessons on increasing empathy and perspective-taking, and empowering students to be positive bystanders. Using a randomized control trial of at least 8 elementary schools (3rd-5th grade) we will examine 2 aims: Aim 1: Examine the efficacy of PRAISE at reducing students' peer aggression and bullying and improving social problem-solving skills, positive bystander behaviors, and self-efficacy for non-violence. Aim 2. Examine the moderating role of implementation and student- and facilitator-related factors on the main outcomes of interest.

Conditions

• Aggression Childhood
• Bullying Victimization
• Social Behavior

Interventions

Type	Name	Description
BEHAVIORAL	Universal, classroom-based, Bullying and Aggression Prevention Program	PRAISE is a universal, classroom-based aggression and bullying prevention program that addresses all forms (physical, verbal, relational, cyber), with a strong focus on the relational and reactive behaviors. All emotional and social skills taught focus on applying and practicing the skills within peer relationships. This program has gone through iterative development and adaptations using a community-based participatory approach whereby the elementary students and staff were active partners with researchers in refining the program. Specific attention was paid to ensuring that the program is feasible for schools to implement and sustain while also being relevant and relatable for students from a variety of backgrounds and school communities (e.g., under-resourced, higher levels of community violence). This updated PRAISE includes \~14 sessions (amounts can vary by grade) and training and coaching for school-based facilitators of the program.

Timeline

• Start date: 2025-09-26
• Primary completion: 2028-06-30
• Completion: 2028-07-30
• First posted: 2025-09-25
• Last updated: 2025-11-19

Locations

1 site across 1 country: United States