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NCT Number: NCT07223957

Using an Innovative Implementation Strategy to Increase the Translation of Effective Youth Violence Prevention Programs in Schools

The purpose of this study is to Adapt the existing iCHAMPSS's tools to support school policies related to the adoption, implementation, and maintenance of effective youth bullying and dating violence prevention programs (iCHAMPS-YVP), to assess the usability (acceptability, ease of use, credibility, motivational appeal, and perceived helpfulness) of iCHAMPS-YVP in schools and to assess the feasibility of iCHAMPS-YVP with school staff to impact individual- (e.g.,knowledge, attitudes, and self-efficacy of school staff) and district-level (e.g., policy, readiness, and support) determinants of the adoption and implementation of effective youth violence prevention programs.

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Key information

Conditions

Bullying Aggression Behavior Behavioral Symptoms Harassment, Non-Sexual Social Behavior Teen Dating Violence

Age range

18 year and older

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

Hold one of the following positions:

  • district or school administrator (e.g., health coordinators, instructional specialists, and curriculum coordinators)
  • health and physical education teachers
  • social and health service staff (e.g., nurses and counselors) in a Texas school district.

Exclusion criteria

  • not holding a job in a Texas school district as a school stakeholder

Treatment and study plan

iCHAMPS-YVP

Behavioral

iCHAMPSS (CHoosing And Maintaining Effective Programs for Sex Education in Schools), a theory-based, online implementation strategy developed to increase the uptake of evidence-based sexual health programs (EBPs) in Texas schools. The intervention provides interactive tools, step-by-step guidance, and resources to assist school districts.

Primary outcomes

  1. Usability as assessed by the ease of use

    Time frame: Three weeks post iCHAMPS-YVP access

    This will be reported categorically on a Five-point Likert scale in the following categories from Very Easy, Kind of Easy, Kind of Hard, Very Hard, and Did Not Use

  2. Change in Self-Efficacy as assessed by the iCHAMPS-YVP tasks

    Time frame: Baseline and 6 months post iCHAMPS-YVP access

    This will be reported categorically on a Four-point Likert scale in the following categories; not at all confident, somewhat confident, confident and very confident

Secondary outcomes

  1. Current practices: dating violence prevention education

    Time frame: Baseline

    This will be reported categorically in the following categories;

    • Yes, for middle school only
    • Yes, for high school only
    • Yes, for both middle and high school
    • No, my district/school does not provide sexual health education to middle or high school

  2. Current practices: bullying prevention education

    Time frame: Baseline

    This will be reported categorically in the following categories;

    • Yes, for middle school only
    • Yes, for high school only
    • Yes, for both middle and high school
    • No, my district/school does not provide sexual health education to middle or high school

  3. Challenges that have prevented the district/school from implementing dating violence prevention education

    Time frame: Baseline

    This will be reported categorically in the following categories;

    • There have been no challenges
    • Lack of time to teach the curriculum
    • No substitute teachers available
    • Lack of curriculum resources (not including funding)
    • Lack of funding
    • Teacher comfort level with the content
    • Lack of training opportunities for teachers
    • Concerns about parents' reactions
    • Concerns about students' reactions
    • Concerns about reactions from administration or district
    • Concerns about reactions from the community
    • School or district policy regarding sexual health instruction
    • Requirement of active parental consent
    • Too many other district/school priorities
    • Lack of Board of Trustees' approval of the curriculum
    • Other (please specify):

  4. Challenges that have been present when the district/school has implemented the curriculum for bullying prevention education instruction

    Time frame: Baseline

    This will be reported categorically in the following categories;

    • There have been no challenges
    • Lack of time to teach the curriculum
    • No substitute teachers available
    • Lack of curriculum resources (not including funding)
    • Lack of funding
    • Teacher comfort level with the content
    • Lack of training opportunities for teachers
    • Concerns about parents' reactions
    • Concerns about students' reactions
    • Concerns about reactions from administration or district
    • Concerns about reactions from the community
    • School or district policy regarding sexual health instruction
    • Requirement of active parental consent
    • Too many other district/school priorities
    • Lack of Board of Trustees' approval of the curriculum
    • Other (please specify):

  5. Challenges to implementation that have prevented your district/school from adopting bullying prevention education

    Time frame: Baseline

    This will be reported categorically in the following categories;

    • There have been no challenges
    • Lack of time to teach the curriculum
    • No substitute teachers available
    • Lack of curriculum resources (not including funding)
    • Lack of funding
    • Teacher comfort level with the content
    • Lack of training opportunities for teachers
    • Concerns about parents' reactions
    • Concerns about students' reactions
    • Concerns about reactions from administration or district
    • Concerns about reactions from the community
    • School or district policy regarding sexual health instruction
    • Requirement of active parental consent
    • Too many other district/school priorities
    • Lack of Board of Trustees' approval of the curriculum
    • Other (please specify):

  6. Intentions to replace current curriculum:dating violence prevention instruction

    Time frame: Baseline

    This will be reported categorically in the following categories;

    • Yes
    • No
    • Don't know

  7. Intentions to replace current curriculum: bullying prevention instruction

    Time frame: Baseline

    This will be reported categorically in the following categories;

    • Yes
    • No
    • Don't know

  8. Intentions to adopt an evidence-based program:dating violence prevention instruction

    Time frame: Baseline

    This will be reported categorically in the following categories;

    • Yes
    • No
    • Don't know

  9. Intentions to adopt an evidence-based program:bullying prevention instruction

    Time frame: Baseline

    This will be reported categorically in the following categories;

    • Yes
    • No
    • Don't know

  10. Acceptability

    Time frame: Three weeks post iCHAMPS-YVP access

    This will be reported categorically on a Five-point Likert scale in the following categories "Like a Lot", "Like a Little", "Dislike a Little", "Dislike a Lot", and "Did Not Use"

  11. Helpfulness

    Time frame: Three weeks post iCHAMPS-YVP access

    This will be reported categorically on a three-point Likert scale in the following categories: "Less helpful", "As helpful", and "More helpful"

  12. Perceived impact

    Time frame: Three weeks post iCHAMPS-YVP access

    This will be categorically reported in the following categories:

    • yes
    • no
    • no opinion

  13. Credibility

    Time frame: Three weeks post iCHAMPS-YVP access

    This will be categorically reported in the following categories:

    • Accurate
    • Inaccurate
    • No opinion

  14. Motivational Appeal

    Time frame: Three weeks post iCHAMPS-YVP access

    This will be categorically reported in the following categories:

    • yes
    • no
    • no opinion

  15. Change in Compatibility

    Time frame: Baseline and 6 months post iCHAMPS-YVP access

    this will be reported categorically on a Four-point Likert scale in the following categories: Strongly disagree disagree agree strongly agree

  16. Change in Complexity

    Time frame: Baseline and 6 months post iCHAMPS-YVP access

    this will be reported categorically on a Four-point Likert scale in the following categories: Strongly disagree disagree agree strongly agree

  17. Change in Perceived social systems support (for evidence-based programs)

    Time frame: Baseline and 6 months post iCHAMPS-YVP access

    this will be reported categorically on a Four-point Likert scale in the following categories: Not at all supportive supportive very supportive don't know

  18. Change in Presence of organizational policy

    Time frame: Baseline and 6 months post iCHAMPS-YVP access

    This will be reported categorically in the following categories:

    • No, and we have no plans to do so.
    • No, but we are planning to implement an opt-in parental consent policy in the future.
    • Yes, we are at an early stage of implementing an opt-in parental consent policy
    • Yes, we have implemented an opt-in parental consent policy, but it is inconsistently implemented at the district or school.
    • Yes, we have implemented an opt-in parental consent policy fully and systematically across the district or school.
    • Don't know.

  19. Challenges that have prevented your district/school from adopting dating violence prevention education

    Time frame: Baseline

    This will be reported categorically in the following categories:

    • There have been no challenges
    • Lack of time to teach the curriculum
    • No substitute teachers available
    • Lack of curriculum resources (not including funding)
    • Lack of funding
    • Teacher comfort level with the content
    • Lack of training opportunities for teachers
    • Concerns about parents' reactions
    • Concerns about students' reactions
    • Concerns about reactions from administration or district
    • Concerns about reactions from the community
    • School or district policy regarding sexual health instruction
    • Requirement of active (i.e., "opt-in") parental consent
    • Too many other district/school priorities
    • Lack of Board of Trustees' approval of the curriculum
    • Other (please specify):

  20. Change in Intentions to use an evidence-based program

    Time frame: Baseline and 6 months post iCHAMPS-YVP access

    This will be reported categorically on a Six-point Likert in the following categories:

    Definitely will Probably will Probably will not Definitely will not Dont know not applicable

  21. Change in Awareness/knowledge (of evidence-based programs)

    Time frame: Baseline and 6 months post iCHAMPS-YVP access

    This will be reported on a four point likert scale in the following categories:

    Strongly disagree disagree agree strongly agree

  22. Change in Level of implementation

    Time frame: Baseline and 6 months post iCHAMPS-YVP access

    This will be reported categorically as follows:

    Prioritize: Refers to making violence prevention a priority for your district Assess: Refers to understanding your district's population, needs, and resources Select: Refers to identifying an evidence-based program that fits your district's population, needs, and resources Approve: Refers to getting your school board to approve an evidence-based program for use. Prepare: Refers to planning for complete and successful implementation of an approved evidence-based program Implement: Refers to implementing your evidence-based program with fidelity Maintain: Refers to improving and sustaining implementation of an evidence-based program over time.

  23. Challenges that have been present when the district/school has implemented the curriculum for dating violence education instruction

    Time frame: Baseline

    This will be reported categorically in the following categories;

    • There have been no challenges
    • Lack of time to teach the curriculum
    • No substitute teachers available
    • Lack of curriculum resources (not including funding)
    • Lack of funding
    • Teacher comfort level with the content
    • Lack of training opportunities for teachers
    • Concerns about parents' reactions
    • Concerns about students' reactions
    • Concerns about reactions from administration or district
    • Concerns about reactions from the community
    • School or district policy regarding sexual health instruction
    • Requirement of active parental consent
    • Too many other district/school priorities
    • Lack of Board of Trustees' approval of the curriculum
    • Other (please specify):

Study contacts

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

Belinda Hernandez, PhD, MPH

CONTACT

[email protected]

(210) 276-9009

Rhoda A Leos

CONTACT

[email protected]

(713) 500-9000

Sponsors and collaborators

Lead sponsor

The University of Texas Health Science Center, Houston

Other

Collaborators

  • Centers for Disease Control and Prevention
  • Injury Control Research Centers (ICRC)

Registry information

Important dates

Study start
2026
Primary completion
2027
Study completion
2027
First posted
Nov 3, 2025
Registry last updated
Nov 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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