The aim of this randomised controlled trial is to evaluate the efficacy of an intervention called a psychoeducational programme to promote a critical attitude towards the symbolic consumption of yoghurt in primary school children. Specifically, a cluster randomised controlled trial will be conducted in primary schools in Lima, Peru. After informed consent of the tutor psychologists, children and parents, schools will be randomly assigned, in a 1:1 ratio, to the intervention or control group, with a total of 240 fourth grade students and 24 tutor psychologists. The primary and secondary research questions are as follows.
The aim of this randomised controlled trial is to evaluate the efficacy of an intervention called a psychoeducational programme to promote a critical attitude towards the symbolic consumption of yoghurt in primary school children. Specifically, a cluster randomised controlled trial will be conducted in primary schools in Lima, Peru. After informed consent of the tutor psychologists, children and parents, schools will be randomly assigned, in a 1:1 ratio, to the intervention or control group, with a total of 240 fourth grade students and 24 tutor psychologists. The primary and secondary research questions are as follows. The primary research question: • Is the intervention effective in fostering critical attitudes towards symbolic yoghurt consumption in children from pre-test to post-test (Record of symbolic consumption responses: self, parent and facilitator reports)? The secondary research questions: * Is the intervention effective in stabilising the child's deductive skills? * Is the main question moderated by the child's gender, physical disability, dysfunctional state and the facilitator's experience? The intervention will take place in the school classroom (2 sessions of 1 hour per week) for 3 consecutive weeks, plus a feedback session (1 hour per week); and a further session with parents (1 hour per week). A set of participatory techniques will be included to help distinguish between symbolic and nutritional aspects of yoghurt (e.g. role play), to help understand the persuasive intent of advertising (e.g. opinion wheel), and to help balance between peer pressure consumption and critical attitude. The control group will carry out the usual teaching and will receive the set of activities after the end of the trial. After two interviews with the child and another interview with the parents, the Symbolic Consumption Response Register will be completed, and the Raven's Progressive Matrices Test-2 will be applied before and immediately after the intervention, both in the control group and in the intervention group. The facilitators of both groups will complete a form immediately after the end of each psychoeducational activity for both children and parents Eligibility Criteria Description Additional inclusion criteria for schools are: (a) access to the classroom within the school, and (b) written informed consent for participation in this study by the 4th grade primary school psychologists. Inclusion criteria for children are: (a) enrolled in 4th grade, (b) give informed consent, (c) have written informed consent from their parents or legal guardians, present normal intelligence according to the Raven's Progressive Matrices Test-2.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
PREVENTION
Masking
NONE
Enrollment
500
The promotion of critical consumption in children is to be developed in primary school classrooms. Students will spend a total of 7 hours: (2 sessions of 1 hour per week) for 3 consecutive weeks, plus a feedback session (1 hour per week); and there will be another session with parents (1 hour per week). The psychologist tutor will receive a set of six activities related to discriminating between symbolic and critical yoghurt consumption in children, understanding the persuasive intent of yoghurt advertising, awareness of social pressure and critical attitude. Psychological tutors will be trained and provided with support materials and equipment
Change from the child's initial symbolic consumption at 6 weeks
The Symbolic Consumption Response Register (CRR) consists of 15 questions that are used to assess children's attitudes related to symbolic consumption. The frequency of children's symbolic consumption responses during the past week is rated on a 17-point scale (lowest frequency of symbolism = 1-4; intermediate frequency of symbolism = 5-13; highest frequency of symbolism = 14-17). Responses will be examined as an overall result and separately on understanding the persuasive intent of yoghurt advertising, on awareness of peer pressure and on critical attitude to consumption. Information for recording responses will be obtained from two interviews with the child and one interview with the parents, and from the six psychoeducational strategies developed with the children and one session with the parents. The answers of the children and their parents will be reported orally. The responses will be analysed separately.
Time frame: Baseline, 6 weeks
Change from the child's initial symbolic consumption at 19 weeks
The Symbolic Consumption Response Register (CRR) consists of 15 questions that are used to assess children's attitudes related to symbolic consumption. The frequency of children's symbolic consumption responses during the past week is rated on a 17-point scale (lowest frequency of symbolism = 1-4; intermediate frequency of symbolism = 5-13; highest frequency of symbolism = 14-17). Responses will be examined as an overall result and separately on understanding the persuasive intent of yoghurt advertising, on awareness of peer pressure and on critical attitude to consumption. Information for recording responses will be obtained from two interviews with the child and one interview with the parents, and from the six psychoeducational strategies developed with the children and one session with the parents. The answers of the children and their parents will be reported orally. The responses will be analysed separately.
Time frame: Baseline, 19 weeks
Stability of child's deductive ability at 6 weeks
Raven's Progressive Matrices Test-2 (RPM-2) is composed of 12 non-verbal colour items out of a total of 36, which allows the assessment of deductive ability independently of the knowledge acquired by children aged 9-12 years. The deductive ability at the time of assessment shall be determined on a 12-point scale (inadequate deductive level \< 8 points; adequate deductive level = 8-12 points). The score achieved will be the expected result. The response record will be obtained from the child's non-verbal responses.
Time frame: Baseline, 6 weeks
Stability of child's deductive ability at 19 weeks
Raven's Progressive Matrices Test-2 (RPM-2) is composed of 12 non-verbal colour items out of a total of 36, which allows the assessment of deductive ability independently of the knowledge acquired by children aged 9-12 years. The deductive ability at the time of assessment shall be determined on a 12-point scale (inadequate deductive level \< 8 points; adequate deductive level = 8-12 points). The score achieved will be the expected result. The response record will be obtained from the child's non-verbal responses.
Time frame: Baseline, 19 weeks
Children's assessment of the psychoeducational programme
An item is inserted for the children to answer their appreciation of the development of the psychoeducational programme (1=bad; 2=average= 3=good). It will be asked in the post-test to the children in the intervention group.
Time frame: 6 weeks
Child's Sex
The sex of the participants (male, female) will be obtained from the psycho-pedagogical records of each school. This aspect will be considered as a moderating factor.
Time frame: Baseline
Assessment of facilitators' performance
Two questions were constructed: one to assess the quality of performance and one to assess the experience of the facilitators. Higher scores indicate excellent performance = 4-5 points; good performance = 3 points; fair performance = 2 points; poor performance = 1 point. This assessment will be considered in the moderator performance rubric.
Time frame: Baseline
Children's psychosocial or behavioral dysfunction
Children with physical disabilities or diagnosed learning disabilities (e.g. reading comprehension deficits) will be identified in the child's psycho-pedagogical records in each school. These aspects will be considered as moderating factors.
Time frame: Baseline
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