The goal of this study is to use and adapt existing digital mental health technologies to advance the engagement, assessment, detection, treatment, and delivery of services for pediatric mental health in families from underserved communities.
The goal of this study is to use and adapt existing digital mental health technologies to advance the engagement, assessment, detection, treatment, and delivery of services for pediatric mental health. Specifically, user-centered design methodologies and an implementation science framework will be used to guide the development and implementation of the Teen Assess, Check, and Heal (TeACH) System into a pediatric primary care clinic serving teens and families from underserved communities. Study objectives include: 1. Collaborating with underserved teens and their parents to identify strategies to target top barriers to engagement as well as top ethical concerns and requirements for cultural relevance, usability, and usefulness of the TeACH System (Phase 1) 2. Refining the plan for implementing the TeACH System through observations, interviews, and co-design workshops with pediatric primary care pediatricians and staff (Phase 2), and 3. Implementing the TeACH System into a primary care clinics and evaluating it in a randomized trial. (Phase 3) The team will measure engagement outcomes and satisfaction with the TeACH System
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
HEALTH_SERVICES_RESEARCH
Masking
NONE
Enrollment
365
Patients who screen positive for anxiety will receive psychoeducation and mental health recommendations (e.g., evidence-based apps) selected for use with the TeACH System through a collaborative, stakeholder-engaged approach completed in phases 1 and 2 of this project.
University of Illinois at Chicago
Chicago, Illinois, United States
Rush University Medical Center
Chicago, Illinois, United States
Anxiety Understanding: Baseline
1 item (Likert Scale); We will ask participants to rate their understanding of anxiety on a Likert scale (1-5; 1 being "Not at All" and 5 being "Completely"). Specifically: "I understand what anxiety is."
Time frame: Administered following assent (in case of participant attrition through the interaction)
Anxiety Understanding: Post Interaction
1 item (Likert Scale); We will ask participants to rate their understanding of anxiety on a Likert scale (1-5; 1 being "Not at All" and 5 being "Completely"). Specifically: "I understand what anxiety is."
Time frame: Administered immediately after receiving randomized feedback/resources
Anxiety Understanding: Maintenance
1 item (Likert Scale); We will ask participants to rate their understanding of anxiety on a Likert scale (1-5; 1 being "Not at All" and 5 being "Completely"). Specifically: "I understand what anxiety is."
Time frame: Administered one week after interaction with TeACH System
Confidence to Act: Baseline
1 item (Likert Scale); We will ask participants to rate how confident they feel to take action to help their anxiety symptoms on a Likert scale (1-5; 1 being "Not at All" to 5 being "Completely"). Specifically: "I feel confident I can do something if I feel anxiety."
Time frame: Administered following assent (in case of participant attrition through the interaction)
Confidence to Act: Post Interaction
1 item (Likert Scale); We will ask participants to rate how confident they feel to take action to help their anxiety symptoms on a Likert scale (1-5; 1 being "Not at All" to 5 being "Completely"). Specifically: "I feel confident I can do something if I feel anxiety."
Time frame: Administered immediately after receiving randomized feedback/resources
Confidence to Act: Maintenance
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1 item (Likert Scale); We will ask participants to rate how confident they feel to take action to help their anxiety symptoms on a Likert scale (1-5; 1 being "Not at All" to 5 being "Completely"). Specifically: "I feel confident I can do something if I feel anxiety."
Time frame: Administered one week after interaction with TeACH System
Likelihood of using DMH for Anxiety: Baseline
1 item (Likert Scale); We will ask participants to rate how likely they are to use digital mental health tools for their anxiety on a Likert scale (1-5; 1 being "Never" to 5 being "Absolutely"). Specifically: "If I feel anxiety, I would use a digital tool to help (app, website, reel/video)."
Time frame: Administered following assent (in case of participant attrition through the interaction)
Likelihood of using DMH for Anxiety: Post Interaction
1 item (Likert Scale); We will ask participants to rate how likely they are to use digital mental health tools for their anxiety on a Likert scale (1-5; 1 being "Never" to 5 being "Absolutely"). Specifically: "If I feel anxiety, I would use a digital tool to help (app, website, reel/video)."
Time frame: Administered immediately after receiving randomized feedback/resources
Likelihood of using DMH for Anxiety: Maintenance
1 item (Likert Scale); We will ask participants to rate how likely they are to use digital mental health tools for their anxiety on a Likert scale (1-5; 1 being "Never" to 5 being "Absolutely"). Specifically: "If I feel anxiety, I would use a digital tool to help (app, website, reel/video)."
Time frame: Administered one week after interaction with TeACH System
DMH use for Anxiety: Baseline
1 item (Yes/No/Unsure); We will ask participants to report if they have used digital mental health tools for their anxiety symptoms. Specifically: "I have used a digital tool to help with anxiety (app, website, reel/video)."
Time frame: Administered following assent (in case of participant attrition through the interaction)
DMH use for Anxiety: Post Interaction
1 item (Yes/No/Unsure); We will ask participants to report if they have used digital mental health tools for their anxiety symptoms. Specifically: "I have used a digital tool to help with anxiety (app, website, reel/video)."
Time frame: Administered immediately after receiving randomized feedback/resources
DMH use for Anxiety: Maintenance, Change in DMH Use Following TeACH System Interaction
1 item (Yes/No/Unsure); We will ask participants to report if they have used digital mental health tools for their anxiety symptoms. Specifically: "I have used a digital tool to help with anxiety (app, website, reel/video)."
Time frame: Administered one week after interaction with TeACH System
Enrollment
We will track the number of teens who use the TeACH System during implementation phases and will compare this to the number of teens who were eligible but did not use the system.
Time frame: Through study completion, an average of once per year.
Kiddie-Computerized Adaptive Tests (K-CAT) Anxiety Module
\<1 minute to complete; Uses item response theory to pull from a large question item bank to accurately diagnose anxiety symptom severity.
Time frame: Administered immediately after initiating use of the TeACH System; teen participants complete only once.
After-Scenario Questionnaire (ASQ): Post Interaction
3-item tool with seven response options (1-Strongly Disagree to 7-Strongly Agree) to assess satisfaction
Time frame: Administered immediately after receiving randomized feedback/resources from TeACH System
After-Scenario Questionnaire (ASQ): Maintenance
3-item tool with seven response options (1-Strongly Disagree to 7-Strongly Agree) to assess satisfaction
Time frame: Administered one week after interaction with TeACH System