Completed

NCT Number: NCT04048915

Family Drama Project II

A harmonious family relationship has significant effects on the psychological well-being and development of children. Good communication between parents and children is a crucial element for family health, happiness and harmony. However, communication within Hong Kong families is vastly inadequate partly due to our busy urban lifestyle.

The 3Hs Family Drama Project (Phase 2) was an enhanced version of the 3Hs Family Drama Project to promote health, happiness, harmony (3Hs), healthy eating and physical activity in primary school students. Students watched the interactive live drama (long or short version) and are given DVD and worksheets. Students were encouraged to watch the DVD with other family members at home. The present study aimed to evaluate the effectiveness and satisfaction levels of teachers, parents and students towards the drama project.

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Key information

Conditions

Family Health, Happiness and Harmony Behavior Motor Activity Physical Health

Age range

5 year–100 year

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

Local primary schools

Hong Kong

About this study

3Hs Family Drama Project (Phase 2) was an intervention to enhance the 3Hs through increasing interaction and communication between parents and children. Healthy eating and physical activity were also promoted. The drama project conducted 100 drama performances (either in the long or short version) in primary schools during the 2015-16 school year. The main targets were Primary 3 to 5 (P3-5) students and their families. Students would take home a DVD of the drama to watch and worksheets to complete with parents and other family members.

The goals of the study were to evaluate the effectiveness of the project to enhance health, happiness, harmony (3Hs), healthy eating and physical activity and participants' satisfaction levels towards the drama project.

Quantitative assessments were used to evaluate the effectiveness of the project. Process evaluations were performed in randomly selected students, parents and teachers to evaluate the process of each component of the program. Qualitative and quantitative assessments were used. Students, parents and teachers were asked to express their views on a questionnaire. Feedback from students was also collected through small group discussions, while that of parents was collected through telephone interviews.

Who can participate

Healthy volunteers accepted: Yes

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

Inclusion criteria

Students: (both the Intervention group and waitlist control group)

1. Students who can read Chinese.
2. Primary 3 to 5 students in participating primary schools.

Parents: (Intervention group only)

1. Parents who can read Chinese.
2. With at least one primary school child.

School teachers: (Intervention group only)

1. Teachers who can read Chinese.

Exclusion criteria

Students, parents or teachers who cannot read Chinese.

Treatment and study plan

Long live drama

Behavioral

The interactive live 90-minute drama and DVD conveyed educational information on healthy living habits (including physical activity and healthy eating) as well as the importance and suggested methods to enhance family well-being. Students were encouraged to share the information on healthy living habits and watched the DVD with their parents.

Worksheets were given to all students and encouraged to finish the worksheets with their parents.

Short live drama

Behavioral

The interactive live 60-minute drama and DVD conveyed educational information on healthy living habits (including physical activity and healthy eating) as well as the importance and suggested methods to enhance family well-being. Students were encouraged to share the information on healthy living habits and watched the DVD with their parents.

Worksheets were given to all students and encouraged to finish the worksheets with their parents.

Primary outcomes

Change in family health, happiness and harmony (3Hs)

Time frame: baseline and 3 months

Health, happiness and harmony (3Hs) were assessed by family well-being scale. Perceived family harmony and health were measured by 2 questions on a scale ranging from 1 to 5, whereas perceived family happiness was measured by a single question on a scale ranging from 1 to 4. The higher score the better.

Secondary outcomes

Change in parent-child interactions

Time frame: baseline, 1 month and 3 months

Students were asked whether they performed the 12 mentioned activities (e.g. watching movies with parents) in the past 7 days.
Change in knowledge on healthy eating

Time frame: baseline, 1 month and 3 months

Students were asked by 4 questions: 1)Do typical photo chips contain salt; 2)Will drinking sugary drinks affect weight; 3)Will more sedentary behaviours affect weight and 4)How many cubes of sugar are in a can of coke. The former 3 questions were given with 4 options, while the latter was given with 8 options. Each corrected answer scores 1 and a sum of scores from the 4 questions were deemed a measurement of knowledge.
Change in behavior on physical activity

Time frame: baseline, 1 month and 3 months

Students were asked to report the number of days (0-7) of simple exercise and at least 60 minutes moderate-to-vigorous physical activity in the past 7 days.
Satisfaction towards the live drama, song and interactive parts

Time frame: Immediately after the live drama

Students were asked to rate the live drama, song and interactive parts on a scale ranging from 1 to 5 scale and the lower score the more satisfied.
Change in family health, happiness and harmony (3Hs)

Time frame: baseline and 1 month

Health, happiness and harmony (3Hs) were assessed by family well-being scale. Perceived family harmony and health were measured by 2 questions on a scale ranging from 1 to 5, whereas perceived family happiness was measured by a single question on a scale ranging from 1 to 4. The higher score the better.
Changes in body mass index

Time frame: baseline and 1 month

Body mass index was calculated from the measured weight and height
Changes in physical fitness (muscle strength)

Time frame: baseline and 1 month

Muscle strength was assessed through a dynamometer
Changes in physical fitness (muscle endurance)

Time frame: baseline and 1 month

Muscle endurance of legs was assessed through a simple fitness test "Squat".
Changes in physical fitness (muscle endurance)

Time frame: baseline and 1 month

Muscle endurance was assessed through a simple fitness test "Plank".
Change in fruit and vegetable consumption

Time frame: baseline, 1 month and 3 months

Students were asked to report the number of days (0-7) of consuming at least 2 servings of fruit and 3 servings of vegetables in the past 7 days.
Satisfaction towards the DVD and worksheets

Time frame: 1 month

Students were asked to rate the DVD and worksheets on a scale ranging from 1 to 5 and the lower score the more satisfied.

Sponsors and collaborators

Lead sponsor

The University of Hong Kong

Other

Collaborators

The Boys' and Girls' Clubs Association of Hong Kong

Registry information

Official study title

3Hs Family Drama Project (Phase 2)

Important dates

Study start: 2014
Primary completion: 2016
Study completion: 2016
First posted: Aug 7, 2019
Registry last updated: Aug 7, 2019

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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Completed