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NCT Number: NCT07050251

Bridging the Divide: A Pioneering Culturally-Specific Mentoring Intervention to Increase Support for At-Risk Youth

The purpose of this study is to assess the feasibility, acceptability, and effectiveness of a culturally-specific mentoring intervention to improve socio-emotional skills, psychological well-being, and social support among at-risk youth and to evaluate the proposed mentoring intervention's impact on academic outcomes, social behavior, and caregiver perceptions of social-emotional competencies. Additionally, it seeks to gather stakeholder feedback to refine the intervention further.

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Key information

Age range

12 year–16 year

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

Who can participate

Healthy volunteers accepted: No

Only the study team can determine whether someone qualifies for participation.

Inclusion criteria

  • actively enrolled in the partnering community organization (e.g., Boys and Girls Clubs)
  • Participants and their caregivers must be able to provide informed assent/consent in English. Parental Consent: Participants must have parental or guardian consent to participate in the study.
  • Self-identifies as a racial-ethnic minority (i.e., Black/African American, Hispanic, etc.)

Exclusion criteria

  • Current participation in another mentoring program: To avoid confounding the results, youth currently involved in other mentoring or structured socio-emotional support programs will be excluded.
  • Severe cognitive or developmental disabilities: The study will exclude participants with mental impairments that prevent meaningful engagement in focus groups or intervention activities.

Treatment and study plan

Mentoring Intervention Delivery

Behavioral

The intervention will utilize a culturally specific, socio-emotional learning (SEL) curriculum, adapted based on feedback from the focus groups. The intervention will consist of 10 weekly mentoring sessions lasting 1 hour each. Licensed clinicians will lead sessions and will also serve as mentors.

Primary outcomes

  1. Change in Social Emotional Competence as measured by the Social Emotional Competence Questionnaire (SECQ)

    Time frame: Baseline, post-intervention (at 10 weeks)

    The SECQ consists of 25 items, divided into five domains:Self-Awareness, Social Awareness, Self-Management, Relationship Skills and Responsible Decision-Making.Each domain includes 5 items and each is scored from 1(never) to 5 (always) for a maximum score of 25 for each domain. An average of all 25 item responses is calculated and score range is 1.0-5.0, higher score indicating greater social emotional competence.

  2. Change in Parenting Sense of Competence as measured by the Parenting Sense of Competence Scale (PSOC)

    Time frame: Baseline, post-intervention (at 10 weeks)

    The Parenting Sense of Competence Scale (PSOC) contains 16 items and each is scored on a 6-point Likert scale from 1 (Strongly Disagree) to 6 (Strongly Agree) for a maximum score of 96, higher scores indicating greater parenting competence.

  3. Change in Psychological Well-Being as measured by Psychological Well-Being (Ryff's 18-item) assessment

    Time frame: Baseline, post-intervention (at 10 weeks)

    Ryff's 18-item Psychological Well-Being Scale assesses six dimensions of well-being: autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, and self-acceptance. Each subscale consists of 3 items, rated on a 6-point Likert scale from "Strongly Disagree" (1) to "Strongly Agree" (6). Maximum score is 108 and higher scores indicate greater psychological well-being.

  4. Change in depression, anxiety, and stress symptoms as measured by the Depression Anxiety Stress Scale (DASS-21)

    Time frame: Baseline, post-intervention (at 10 weeks)

    DASS-21) is a validated self-report questionnaire that assesses symptoms across three domains: depression, anxiety, and stress. Each domain consists of 7 items rated on a 4-point Likert scale from 0 (Did not apply to me at all)-3( Applied to me very much, or most of the time). Scores for each domain are summed and then multiplied by 2 to match the original DASS-42 scale for a maximum score of 126. Higher scores indicate greater symptom severity.

Secondary outcomes

  1. Change in Academic Self-Efficacy as measured by the Academic Self-Efficacy Scale (ASES)

    Time frame: Baseline, post-intervention (at 10 weeks)

    ASES consists of 9 items, each rated on a 5-point Likert scale from 1(not at all confident) to 5(extremely confident) for a maximum score of 45. Higher scores indicate greater academic self-efficacy

  2. Change in emotional and behavioral functioning as measured by the Strengths and Difficulties Questionnaire (SDQ)

    Time frame: pre- and post-intervention assessments (at 10 weeks).

    SDQ consists of 25 items across five subscales: emotional symptoms, conduct problems, hyperactivity/inattention, peer relationship problems, and prosocial behavior. Each item is rated on a 3-point scale from 0 (Not True), 1 (Somewhat True) , 2 (Certainly True) for a maximums score of 40 for the Emotional Symptoms, Conduct Problems, Hyperactivity/Inattention, and Peer Relationship Problems subscales and higher score indicates greater difficulties. the Prosocial Behavior subscale has a score range from 0-10 and higher score indicate more positive social behavior.

  3. Change in perceived social support as measured by the Multidimensional Scale of Perceived Social Support (MSPSS)

    Time frame: pre- and post-intervention assessments (at 10 weeks).

    MSPSS consists of 12 items, with 4 items in each domain, rated on a 7-point Likert scale from 1 (Very Strongly Disagree) to 7 (Very Strongly Agree) for a maximum of score of 84. Higher scores indicate greater perceived social support.

  4. Change in well-being as measured by the Multidimensional Well-Being Assessment (MWBA)

    Time frame: pre- and post-intervention assessments (at 10 weeks).

    This is a 30 item questionnaire with each item scored from 1( not at all) to 5 (very often), for a maximum total score of 150. Higher scores indicate better well-being.

Study contacts

Contact information is provided by the study sponsor or research team.

Funlola Are

CONTACT

[email protected]

(713) 486-2700

Jarrad Hodge, PhD

CONTACT

[email protected]

(713) 486-2700

Sponsors and collaborators

Lead sponsor

The University of Texas Health Science Center, Houston

Other

Registry information

Important dates

Study start
2025
Primary completion
2025
Study completion
2025
First posted
Jul 3, 2025
Registry last updated
Jul 3, 2025

OpenTrials presents study information sourced from ClinicalTrials.gov. The official registry record should be consulted for the latest information.

View the official ClinicalTrials.gov record (opens in a new tab)

This listing is for discovery and informational purposes only. It is not medical advice, does not guarantee that a study is recruiting, and does not determine eligibility. Contact the study team and a qualified healthcare professional when considering participation.

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