<clinical_study>
  <!-- This xml conforms to an XML Schema at:
    https://clinicaltrials.gov/ct2/html/images/info/public.xsd -->
  <required_header>
    <download_date>ClinicalTrials.gov processed this data on September 20, 2023</download_date>
    <link_text>Link to the current ClinicalTrials.gov record.</link_text>
    <url>https://clinicaltrials.gov/ct2/show/NCT01672541</url>
  </required_header>
  <id_info>
    <org_study_id>CDC-NCIPC-6161</org_study_id>
    <nct_id>NCT01672541</nct_id>
  </id_info>
  <brief_title>Dating Matters: Strategies to Promote Healthy Teen Relationships</brief_title>
  <acronym>DM</acronym>
  <official_title>Randomized Controlled Trial of the &quot;Dating Matters: Strategies to Promote Healthy Teen Relationships&quot; Comprehensive Approach</official_title>
  <sponsors>
    <lead_sponsor>
      <agency>Centers for Disease Control and Prevention</agency>
      <agency_class>U.S. Fed</agency_class>
    </lead_sponsor>
    <collaborator>
      <agency>NORC at the University of Chicago</agency>
      <agency_class>Other</agency_class>
    </collaborator>
    <collaborator>
      <agency>Ogilvy Public Relations</agency>
      <agency_class>Other</agency_class>
    </collaborator>
    <collaborator>
      <agency>Alameda County Public Health Department</agency>
      <agency_class>Other</agency_class>
    </collaborator>
    <collaborator>
      <agency>Baltimore City Health Department</agency>
      <agency_class>Other</agency_class>
    </collaborator>
    <collaborator>
      <agency>Broward County Health Department</agency>
      <agency_class>Other</agency_class>
    </collaborator>
    <collaborator>
      <agency>Chicago Department of Public Health</agency>
      <agency_class>Other</agency_class>
    </collaborator>
  </sponsors>
  <source>Centers for Disease Control and Prevention</source>
  <oversight_info>
    <has_dmc>No</has_dmc>
  </oversight_info>
  <brief_summary>
    <textblock>
      The Dating Matters: Strategies to Promote Healthy Teen Relationships Initiative intends to&#xD;
      promote respectful, nonviolent dating relationships among adolescents living in high-risk,&#xD;
      urban communities. CDC has developed a comprehensive approach to promoting respectful,&#xD;
      non-violent relationships based on current evidence based and evidence informed strategies.&#xD;
      This comprehensive approach includes: school-based curricula for 6th, 7th, and 8th grade&#xD;
      students; separate parent programs for parents of 6th, 7th, and 8th grade students; a&#xD;
      communications campaign involving social media and near-peer brand ambassadors; an online&#xD;
      training about dating violence for educators; policy assessment at the school or community&#xD;
      level; and development and validation of school and community level indicators of teen dating&#xD;
      violence. Additionally, schools assigned to the comprehensive condition will also receive&#xD;
      intensive training and technical assistance to support implementation of these components.&#xD;
      Among 4 U.S. sites, 44 schools will be randomly assigned to implement either the Dating&#xD;
      Matters comprehensive approach or the &quot;standard of care&quot; approach, which we are&#xD;
      operationalizing as Safe Dates, a an evidence based student curriculum for 8th graders. We&#xD;
      hypothesize that the comprehensive approach will be more effective than the standard approach&#xD;
      at preventing the perpetration and victimization of teen dating violence over time and at&#xD;
      promoting positive relationship behaviors over time.&#xD;
    </textblock>
  </brief_summary>
  <detailed_description>
    <textblock>
      Dating Matters: Strategies to Promote Healthy Teen Relationships Initiative is intended to&#xD;
      promote respectful, nonviolent dating relationships among adolescents living in high-risk,&#xD;
      urban communities. The objective of this project is to develop, implement, and evaluate a&#xD;
      comprehensive approach to promoting respectful, nonviolent teen dating relationships by&#xD;
      utilizing current evidence-based practice and experience. The focus on high-risk, urban&#xD;
      communities is predicated on data that suggest that the prevalence of dating violence among&#xD;
      middle school students is higher in urban communities (O'Leary &amp; Slep, in press). Moreover,&#xD;
      this project aims to fill a gap in our understanding of teen dating violence (TDV) prevention&#xD;
      because existing effective TDV prevention programs have not been identified for these&#xD;
      high-risk settings.&#xD;
&#xD;
      CDC's comprehensive approach, the Dating Matters: Strategies to Promote Healthy Teen&#xD;
      Relationships Initiative, includes components at multiple ecological domains, individual&#xD;
      level, family-level and broader school/community level. Specifically, the initiative&#xD;
      includes: (1) school-based implementation of a CDC-developed healthy relationship curriculum&#xD;
      in the 6th and 7th grade and an adaptation of an evidence based TDV curriculum (Safe Dates)&#xD;
      in the 8th grade; (2) implementation of a 6th (Parents Matter with added TDV content), 7th&#xD;
      (CDC developed), and 8th (Families for Safe Dates) grade parent-curriculum; (3) an on-going&#xD;
      communications campaign implemented throughout the initiative, which includes a Brand&#xD;
      Ambassador adolescent program; (4) educator completion of an online training on the risk&#xD;
      factors and warning signs of TDV; (5) policy assessment and information at a school or&#xD;
      community level; and, (6) development and validation of school and community-level indicators&#xD;
      of TDV. In addition to these components, the schools implementing Dating Matters will also&#xD;
      receive additional training and technical assistance in adapting these programs with surface&#xD;
      level adaptations to make them more culturally relevant to their specific populations.&#xD;
&#xD;
      CDC is funding the local, city, or county public health departments in Chicago, Illinois,&#xD;
      Alameda County (Oakland), California, Broward County (Ft. Lauderdale), Florida, and&#xD;
      Baltimore, Maryland to implement the two models of TDV prevention that will be evaluated in&#xD;
      the outcome and implementation evaluation: the comprehensive Dating Matters initiative and&#xD;
      the standard of care model, which is Safe Dates implemented in 8th grade. These health&#xD;
      departments collectively have identified 44 schools in high-risk urban communities; we have&#xD;
      randomly assigned half the schools to implement the comprehensive model with intensive&#xD;
      technical assistance and half to implement the standard of care model with basic technical&#xD;
      assistance. These sites were awarded September 13, 2011.&#xD;
&#xD;
      The purpose of the trial is to determine the effectiveness of the comprehensive approach&#xD;
      (Dating Matters) compared with standard practice in TDV prevention (Safe Dates only&#xD;
      implemented in 8th grade). Outcome measures for determining effectiveness will be derived&#xD;
      primarily from surveys with students, parents, and school educators. However, in addition to&#xD;
      surveys, we will also be conducting focus groups with students, curriculum implementers, and&#xD;
      brand ambassasors, as well as surveys with brand ambassadors, as sources of process, rather&#xD;
      than outcome, measures. These process measures may be used to improve program fidelity,&#xD;
      improve program components, or as factors in outcome analyses.&#xD;
    </textblock>
  </detailed_description>
  <overall_status>Completed</overall_status>
  <start_date>August 2012</start_date>
  <completion_date type="Actual">August 1, 2018</completion_date>
  <primary_completion_date type="Actual">August 1, 2018</primary_completion_date>
  <phase>N/A</phase>
  <study_type>Interventional</study_type>
  <has_expanded_access>No</has_expanded_access>
  <study_design_info>
    <allocation>Randomized</allocation>
    <intervention_model>Parallel Assignment</intervention_model>
    <primary_purpose>Prevention</primary_purpose>
    <masking>None (Open Label)</masking>
  </study_design_info>
  <primary_outcome>
    <measure>Perpetration of dating violence</measure>
    <time_frame>2 times per year for up to 6 years</time_frame>
    <description>Student self-report of perpetration of physical, sexual, and psychological violence and/or stalking against a dating partner</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Victimization of dating violence</measure>
    <time_frame>2 times per year for up to 6 years</time_frame>
    <description>Student self- report of victimization of physical, sexual, and psychological violence and/or stalking from a dating partner</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Engagement in healthy relationship behaviors</measure>
    <time_frame>2 times per year for up to 6 years</time_frame>
    <description>Student self-report of engagement in healthy relationship behaviors (i.e., good communication, conflict management, etc) with a dating partner</description>
  </primary_outcome>
  <secondary_outcome>
    <measure>Attitudes toward the acceptability of dating violence</measure>
    <time_frame>2 times per year for up to 6 years</time_frame>
    <description>Student self report of attitudes toward TDV; Parent self report of attitudes toward TDV; Educator report of students's attitudes toward TDV (2x/year the first year, 1x/year after that)</description>
  </secondary_outcome>
  <secondary_outcome>
    <measure>Knowledge about teen dating violence</measure>
    <time_frame>2 times per year for up to 6 years</time_frame>
    <description>Student self report of knowledge of facts about TDV; Parent self report of knowledge of facts about TDV</description>
  </secondary_outcome>
  <secondary_outcome>
    <measure>Attitudes toward gender roles</measure>
    <time_frame>2 times per year for up to 6 years</time_frame>
    <description>Student self-report of attitudes toward male and female gender roles (2x/year through 12th grade, so up to 6 years for those who start the study in 6th grade) Parent self-report of attitudes toward male and female gender roles (2x/year for up to 3 years)</description>
  </secondary_outcome>
  <secondary_outcome>
    <measure>Knowledge Regarding Available Resources</measure>
    <time_frame>2 times per year for up to 6 years</time_frame>
    <description>Student self-report of awareness of community and national resources for helping teenagers in abusive and violent relationships</description>
  </secondary_outcome>
  <secondary_outcome>
    <measure>Positive parenting behaviors</measure>
    <time_frame>2 times per year, for up to 6 years</time_frame>
    <description>Student report of of parent's engagement in positive parenting behaviors, such as praise; of parental monitoring of dating (e.g., parent knows the people the student dates); of general parental monitoring behaviors (e.g., parent knows where student goes out at night) (up to 6 years); Parent report of: of general monitoring behaviors; of monitoring of child's dating; of engagement in positive parenting behaviors toward child; of involvement in child's life and activities, of use of positive discipline techniques toward the child, of use of corporal punishment of the child, and of consistency of discipline toward the child (up to 3 years)</description>
  </secondary_outcome>
  <secondary_outcome>
    <measure>Perpetration of sexual harassment</measure>
    <time_frame>2 times per year for up to 6 years</time_frame>
    <description>Student self report of engagement in sexual harassment behaviors toward others, in person and online</description>
  </secondary_outcome>
  <secondary_outcome>
    <measure>Victimization of sexual harassment</measure>
    <time_frame>2 times per year for up to 6 years</time_frame>
    <description>Student self report of victimization of sexual harrasment by others, in person and online</description>
  </secondary_outcome>
  <secondary_outcome>
    <measure>School climate</measure>
    <time_frame>2 times per year for up to 6 years</time_frame>
    <description>Student report of school climate and safety (2x/ year up to 6 years); Educator report of school climate and safety (2x/year first year, 1x per year after); Student self-report of social support from a teacher or other adult in school</description>
  </secondary_outcome>
  <secondary_outcome>
    <measure>Engagement in risky behaviors</measure>
    <time_frame>2 times per year for up to 6 years</time_frame>
    <description>Student self report of engagement in risky behaviors such as risky sex, substance use, aggression, and delinquency</description>
  </secondary_outcome>
  <secondary_outcome>
    <measure>Student mental health</measure>
    <time_frame>2 times per year for up to 6 years</time_frame>
    <description>Student self-report of depressive and anxious symptomology.</description>
  </secondary_outcome>
  <secondary_outcome>
    <measure>Student prosocial behaivor</measure>
    <time_frame>2 times per year for up to 6 years</time_frame>
    <description>Student self report of engagment in prosocial behavior such as helping others, sharing.</description>
  </secondary_outcome>
  <secondary_outcome>
    <measure>Parental attitudes toward and rules about dating</measure>
    <time_frame>2 times per year for up to 3 years</time_frame>
    <description>Parent report about their attitudes toward their child dating, any rules they have for their child about dating, and their communication with their child about those rules</description>
  </secondary_outcome>
  <secondary_outcome>
    <measure>Parent-child communication about risk behaviors</measure>
    <time_frame>2 times per year for up to 3 years</time_frame>
    <description>Parent report about the extent to which parent and child communicate about topics such as dating, drugs, sex and sexually transmitted infections</description>
  </secondary_outcome>
  <secondary_outcome>
    <measure>Parent relationship quality</measure>
    <time_frame>2 times per year for up to 3 years</time_frame>
    <description>Parent report on communication and satisfaction with communication between him or her and his or her partner Parent self-report of satisfaction with relationship with partner</description>
  </secondary_outcome>
  <secondary_outcome>
    <measure>Parent engagement in Intimate Partner Violence (IPV)</measure>
    <time_frame>2 times per year for up to 3 years</time_frame>
    <description>Parent report of perpetration or victimization of IPV</description>
  </secondary_outcome>
  <secondary_outcome>
    <measure>Dating Violence and sexual harassment visibility in school</measure>
    <time_frame>2 times per year first year, 1 time per year for 3 more years</time_frame>
    <description>Educator self-report of witnessing dating violence and seuxal harassment in thie school.</description>
  </secondary_outcome>
  <secondary_outcome>
    <measure>Educator ability to address teen dating violence</measure>
    <time_frame>2 times per year first year, 1 time per year for 3 more years</time_frame>
    <description>Educator report of views toward teen dating violence prevention and confidence in discussing the issue with students Educator report of knowledge of and responsibility to intervene when witnessing teen dating violence and harassment</description>
  </secondary_outcome>
  <secondary_outcome>
    <measure>Issues faced by youth</measure>
    <time_frame>2 times per year first year, 1 time per year for 3 more years</time_frame>
    <description>Educator report of the most common issues (e.g., drugs) faced by students in the school</description>
  </secondary_outcome>
  <secondary_outcome>
    <measure>Parent ability to detect TDV</measure>
    <time_frame>2 times per year for up to 3 years</time_frame>
    <description>Parent self-report in confidence in ability to detect teen dating violence perpetration and victimization in child</description>
  </secondary_outcome>
  <secondary_outcome>
    <measure>Exposure to the communications campaign</measure>
    <time_frame>2 times per year for up to 6 years</time_frame>
    <description>Student self-report of awareness of the communication campaign, including whether the student has heard of and participated in the i2i campaign activities.</description>
  </secondary_outcome>
  <other_outcome>
    <measure>Demographic variables</measure>
    <time_frame>2 times per year for up to 6 years</time_frame>
    <description>Student self-report of demographic factors, such as age, gender, race/ethnicity, household composition, and relationship history;&#xD;
Parent self-report of demographic factors, such as age, gender, race/ethnicity, household composition, total family income, educational attainment, and relationship history;&#xD;
Educator self-report of demographic factors, such as race/ethnicity and gender</description>
  </other_outcome>
  <other_outcome>
    <measure>Experience delivering prevention programs</measure>
    <time_frame>2 times per year first year, 1 time per year for 3 more years</time_frame>
    <description>Educator self-report of experience delivering prevention programs, such as teen dating violence and harassment prevention programs</description>
  </other_outcome>
  <other_outcome>
    <measure>Religiosity</measure>
    <time_frame>2 times per year for up to 3 years</time_frame>
    <description>Parent self-report of attendance at religious services and importance of religious beliefs</description>
  </other_outcome>
  <other_outcome>
    <measure>Student extra curricular activities</measure>
    <time_frame>2 times per year for up to 3 years</time_frame>
    <description>Parent report of student engagement in extra-curricular activities</description>
  </other_outcome>
  <other_outcome>
    <measure>Housing stability</measure>
    <time_frame>2 times per year for up to 3 years</time_frame>
    <description>Parent report of stability of housing for both parent and student (e.g., how long lived in the same neighborhood)</description>
  </other_outcome>
  <other_outcome>
    <measure>Neighborhood cohesion</measure>
    <time_frame>2 times per year for up to 3 years</time_frame>
    <description>Parent report of characteristics of the neighborhood, such as the extent to which individuals in the neighborhood would intervene if a youth needed help and/or was engaging in delinquent behavior</description>
  </other_outcome>
  <other_outcome>
    <measure>Gang involvement</measure>
    <time_frame>2 times per year for up to 6 years</time_frame>
    <description>Student self report of having been initiated into a gang</description>
  </other_outcome>
  <other_outcome>
    <measure>Exposure to intimate partner violence</measure>
    <time_frame>2 times per year for up to 6 years</time_frame>
    <description>Student self-report of witnessed (by seeing or hearing) intimate partner violence between a parent/guardian and his/her partner</description>
  </other_outcome>
  <other_outcome>
    <measure>Exposure to community violence</measure>
    <time_frame>2 times per year for up to 6 years</time_frame>
    <description>Student self-report of witnessed (by seeing or hearing) community violence, such as hearing or seeing gun shots or others being physically attacked</description>
  </other_outcome>
  <other_outcome>
    <measure>Views toward Dating Matters sustainability</measure>
    <time_frame>2 times per year first year, 1 time per year for 3 more years</time_frame>
    <description>Educator report of views regarding Dating Matters sustainability, including level of commitment to sustainability</description>
  </other_outcome>
  <number_of_arms>2</number_of_arms>
  <enrollment type="Actual">10000</enrollment>
  <condition>Teen Dating Violence</condition>
  <condition>Healthy Dating Relationship Behaviors</condition>
  <arm_group>
    <arm_group_label>Dating Matters Comprehensive Approach</arm_group_label>
    <arm_group_type>Experimental</arm_group_type>
    <description>Schools randomly assigned to the comprehensive approach will: implement 6th, 7th, and 8th grade student curricula in English to all the students in these grades; offer parent programs for parents of 6th, 7th, and 8th graders;implement a communications campaign involving brand ambassadors, a text message campaign, and social media campaign;encourage all educators to take an online training about teen dating violence for educators;be supported in assessing and informing local school or community policies relevant to teen dating violence.</description>
  </arm_group>
  <arm_group>
    <arm_group_label>Standard of Care Safe Dates Approach</arm_group_label>
    <arm_group_type>Active Comparator</arm_group_type>
    <description>Schools randomly assigned to the standard of care approach will implement Safe Dates as it is published in their schools 8th grade classes.</description>
  </arm_group>
  <intervention>
    <intervention_type>Behavioral</intervention_type>
    <intervention_name>Dating Matters Comprehensive Approach</intervention_name>
    <description>The Dating Matters Comprehensive Approach includes:&#xD;
6th, 7th, and 8th grade Student Curricula; Parent Programs for parents of 6th, 7th, and 8th graders; A communications campaign involving brand ambassadors, a text message campaign, and social media campaign; An online training about teen dating violence for educators; Developmental component: A guidance document for sites on assessing and informing local policies relevant to teen dating violence for comprehensive schools (likely to be substantial cross and within site variation on this component)</description>
    <arm_group_label>Dating Matters Comprehensive Approach</arm_group_label>
  </intervention>
  <intervention>
    <intervention_type>Behavioral</intervention_type>
    <intervention_name>Standard of Care Safe Dates Approach</intervention_name>
    <description>Safe Dates curriculum for 8th grade students</description>
    <arm_group_label>Standard of Care Safe Dates Approach</arm_group_label>
  </intervention>
  <eligibility>
    <criteria>
      <textblock>
        Inclusion Criteria:&#xD;
&#xD;
          -  Students, parents, and educators at the schools identified for participation in the&#xD;
             study&#xD;
&#xD;
        Exclusion Criteria:&#xD;
&#xD;
          -  Students and educators must be able to participate in interventions and complete&#xD;
             surveys in English: Parents must be able to participate in interventions and complete&#xD;
             surveys in English or Spanish. Those not able to do this due to languages spoken will&#xD;
             be excluded.&#xD;
      </textblock>
    </criteria>
    <gender>All</gender>
    <minimum_age>N/A</minimum_age>
    <maximum_age>N/A</maximum_age>
    <healthy_volunteers>No</healthy_volunteers>
  </eligibility>
  <overall_official>
    <last_name>Phyllis H Niolon, Ph.D.</last_name>
    <role>Principal Investigator</role>
    <affiliation>Centers for Disease Control and Prevention</affiliation>
  </overall_official>
  <location>
    <facility>
      <name>Alameda County Public Health Department</name>
      <address>
        <city>Oakland</city>
        <state>California</state>
        <country>United States</country>
      </address>
    </facility>
  </location>
  <location>
    <facility>
      <name>Broward County Health Department</name>
      <address>
        <city>Fort Lauderdale</city>
        <state>Florida</state>
        <country>United States</country>
      </address>
    </facility>
  </location>
  <location>
    <facility>
      <name>Chicago Department of Public Health</name>
      <address>
        <city>Chicago</city>
        <state>Illinois</state>
        <country>United States</country>
      </address>
    </facility>
  </location>
  <location>
    <facility>
      <name>Baltimore City Health Department</name>
      <address>
        <city>Baltimore</city>
        <state>Maryland</state>
        <country>United States</country>
      </address>
    </facility>
  </location>
  <location_countries>
    <country>United States</country>
  </location_countries>
  <link>
    <url>http://www.cdc.gov/ViolencePrevention/DatingMatters/index.html</url>
    <description>CDC's Dating Matters website</description>
  </link>
  <verification_date>January 2018</verification_date>
  <study_first_submitted>August 20, 2012</study_first_submitted>
  <study_first_submitted_qc>August 24, 2012</study_first_submitted_qc>
  <study_first_posted type="Estimate">August 27, 2012</study_first_posted>
  <last_update_submitted>March 12, 2019</last_update_submitted>
  <last_update_submitted_qc>March 12, 2019</last_update_submitted_qc>
  <last_update_posted type="Actual">March 13, 2019</last_update_posted>
  <responsible_party>
    <responsible_party_type>Sponsor</responsible_party_type>
  </responsible_party>
  <keyword>dating violence</keyword>
  <keyword>healthy relationship behaviors</keyword>
  <!-- Results have not yet been posted for this study                                          -->
</clinical_study>


download date: ClinicalTrials.gov processed this data on September 20, 2023
link text: Link to the current ClinicalTrials.gov record.
url: https://clinicaltrials.gov/ct2/show/NCT01672541
org study id: CDC-NCIPC-6161
nct id: NCT01672541
lead sponsor: 
collaborator: 
collaborator: 
collaborator: 
collaborator: 
collaborator: 
collaborator: 
has dmc: No
The Dating Matters: Strategies to Promote Healthy Teen Relationships Initiative intends to
      promote respectful, nonviolent dating relationships among adolescents living in high-risk,
      urban communities. CDC has developed a comprehensive approach to promoting respectful,
      non-violent relationships based on current evidence based and evidence informed strategies.
      This comprehensive approach includes: school-based curricula for 6th, 7th, and 8th grade
      students; separate parent programs for parents of 6th, 7th, and 8th grade students; a
      communications campaign involving social media and near-peer brand ambassadors; an online
      training about dating violence for educators; policy assessment at the school or community
      level; and development and validation of school and community level indicators of teen dating
      violence. Additionally, schools assigned to the comprehensive condition will also receive
      intensive training and technical assistance to support implementation of these components.
      Among 4 U.S. sites, 44 schools will be randomly assigned to implement either the Dating
      Matters comprehensive approach or the "standard of care" approach, which we are
      operationalizing as Safe Dates, a an evidence based student curriculum for 8th graders. We
      hypothesize that the comprehensive approach will be more effective than the standard approach
      at preventing the perpetration and victimization of teen dating violence over time and at
      promoting positive relationship behaviors over time.
Dating Matters: Strategies to Promote Healthy Teen Relationships Initiative is intended to
      promote respectful, nonviolent dating relationships among adolescents living in high-risk,
      urban communities. The objective of this project is to develop, implement, and evaluate a
      comprehensive approach to promoting respectful, nonviolent teen dating relationships by
      utilizing current evidence-based practice and experience. The focus on high-risk, urban
      communities is predicated on data that suggest that the prevalence of dating violence among
      middle school students is higher in urban communities (O'Leary & Slep, in press). Moreover,
      this project aims to fill a gap in our understanding of teen dating violence (TDV) prevention
      because existing effective TDV prevention programs have not been identified for these
      high-risk settings.

      CDC's comprehensive approach, the Dating Matters: Strategies to Promote Healthy Teen
      Relationships Initiative, includes components at multiple ecological domains, individual
      level, family-level and broader school/community level. Specifically, the initiative
      includes: (1) school-based implementation of a CDC-developed healthy relationship curriculum
      in the 6th and 7th grade and an adaptation of an evidence based TDV curriculum (Safe Dates)
      in the 8th grade; (2) implementation of a 6th (Parents Matter with added TDV content), 7th
      (CDC developed), and 8th (Families for Safe Dates) grade parent-curriculum; (3) an on-going
      communications campaign implemented throughout the initiative, which includes a Brand
      Ambassador adolescent program; (4) educator completion of an online training on the risk
      factors and warning signs of TDV; (5) policy assessment and information at a school or
      community level; and, (6) development and validation of school and community-level indicators
      of TDV. In addition to these components, the schools implementing Dating Matters will also
      receive additional training and technical assistance in adapting these programs with surface
      level adaptations to make them more culturally relevant to their specific populations.

      CDC is funding the local, city, or county public health departments in Chicago, Illinois,
      Alameda County (Oakland), California, Broward County (Ft. Lauderdale), Florida, and
      Baltimore, Maryland to implement the two models of TDV prevention that will be evaluated in
      the outcome and implementation evaluation: the comprehensive Dating Matters initiative and
      the standard of care model, which is Safe Dates implemented in 8th grade. These health
      departments collectively have identified 44 schools in high-risk urban communities; we have
      randomly assigned half the schools to implement the comprehensive model with intensive
      technical assistance and half to implement the standard of care model with basic technical
      assistance. These sites were awarded September 13, 2011.

      The purpose of the trial is to determine the effectiveness of the comprehensive approach
      (Dating Matters) compared with standard practice in TDV prevention (Safe Dates only
      implemented in 8th grade). Outcome measures for determining effectiveness will be derived
      primarily from surveys with students, parents, and school educators. However, in addition to
      surveys, we will also be conducting focus groups with students, curriculum implementers, and
      brand ambassasors, as well as surveys with brand ambassadors, as sources of process, rather
      than outcome, measures. These process measures may be used to improve program fidelity,
      improve program components, or as factors in outcome analyses.
allocation: Randomized
intervention model: Parallel Assignment
primary purpose: Prevention
masking: None (Open Label)
measure: Perpetration of dating violence
time frame: 2 times per year for up to 6 years
description: Student self-report of perpetration of physical, sexual, and psychological violence and/or stalking against a dating partner
measure: Victimization of dating violence
time frame: 2 times per year for up to 6 years
description: Student self- report of victimization of physical, sexual, and psychological violence and/or stalking from a dating partner
measure: Engagement in healthy relationship behaviors
time frame: 2 times per year for up to 6 years
description: Student self-report of engagement in healthy relationship behaviors (i.e., good communication, conflict management, etc) with a dating partner
measure: Attitudes toward the acceptability of dating violence
time frame: 2 times per year for up to 6 years
description: Student self report of attitudes toward TDV; Parent self report of attitudes toward TDV; Educator report of students's attitudes toward TDV (2x/year the first year, 1x/year after that)
measure: Knowledge about teen dating violence
time frame: 2 times per year for up to 6 years
description: Student self report of knowledge of facts about TDV; Parent self report of knowledge of facts about TDV
measure: Attitudes toward gender roles
time frame: 2 times per year for up to 6 years
description: Student self-report of attitudes toward male and female gender roles (2x/year through 12th grade, so up to 6 years for those who start the study in 6th grade) Parent self-report of attitudes toward male and female gender roles (2x/year for up to 3 years)
measure: Knowledge Regarding Available Resources
time frame: 2 times per year for up to 6 years
description: Student self-report of awareness of community and national resources for helping teenagers in abusive and violent relationships
measure: Positive parenting behaviors
time frame: 2 times per year, for up to 6 years
description: Student report of of parent's engagement in positive parenting behaviors, such as praise; of parental monitoring of dating (e.g., parent knows the people the student dates); of general parental monitoring behaviors (e.g., parent knows where student goes out at night) (up to 6 years); Parent report of: of general monitoring behaviors; of monitoring of child's dating; of engagement in positive parenting behaviors toward child; of involvement in child's life and activities, of use of positive discipline techniques toward the child, of use of corporal punishment of the child, and of consistency of discipline toward the child (up to 3 years)
measure: Perpetration of sexual harassment
time frame: 2 times per year for up to 6 years
description: Student self report of engagement in sexual harassment behaviors toward others, in person and online
measure: Victimization of sexual harassment
time frame: 2 times per year for up to 6 years
description: Student self report of victimization of sexual harrasment by others, in person and online
measure: School climate
time frame: 2 times per year for up to 6 years
description: Student report of school climate and safety (2x/ year up to 6 years); Educator report of school climate and safety (2x/year first year, 1x per year after); Student self-report of social support from a teacher or other adult in school
measure: Engagement in risky behaviors
time frame: 2 times per year for up to 6 years
description: Student self report of engagement in risky behaviors such as risky sex, substance use, aggression, and delinquency
measure: Student mental health
time frame: 2 times per year for up to 6 years
description: Student self-report of depressive and anxious symptomology.
measure: Student prosocial behaivor
time frame: 2 times per year for up to 6 years
description: Student self report of engagment in prosocial behavior such as helping others, sharing.
measure: Parental attitudes toward and rules about dating
time frame: 2 times per year for up to 3 years
description: Parent report about their attitudes toward their child dating, any rules they have for their child about dating, and their communication with their child about those rules
measure: Parent-child communication about risk behaviors
time frame: 2 times per year for up to 3 years
description: Parent report about the extent to which parent and child communicate about topics such as dating, drugs, sex and sexually transmitted infections
measure: Parent relationship quality
time frame: 2 times per year for up to 3 years
description: Parent report on communication and satisfaction with communication between him or her and his or her partner Parent self-report of satisfaction with relationship with partner
measure: Parent engagement in Intimate Partner Violence (IPV)
time frame: 2 times per year for up to 3 years
description: Parent report of perpetration or victimization of IPV
measure: Dating Violence and sexual harassment visibility in school
time frame: 2 times per year first year, 1 time per year for 3 more years
description: Educator self-report of witnessing dating violence and seuxal harassment in thie school.
measure: Educator ability to address teen dating violence
time frame: 2 times per year first year, 1 time per year for 3 more years
description: Educator report of views toward teen dating violence prevention and confidence in discussing the issue with students Educator report of knowledge of and responsibility to intervene when witnessing teen dating violence and harassment
measure: Issues faced by youth
time frame: 2 times per year first year, 1 time per year for 3 more years
description: Educator report of the most common issues (e.g., drugs) faced by students in the school
measure: Parent ability to detect TDV
time frame: 2 times per year for up to 3 years
description: Parent self-report in confidence in ability to detect teen dating violence perpetration and victimization in child
measure: Exposure to the communications campaign
time frame: 2 times per year for up to 6 years
description: Student self-report of awareness of the communication campaign, including whether the student has heard of and participated in the i2i campaign activities.
measure: Demographic variables
time frame: 2 times per year for up to 6 years
description: Student self-report of demographic factors, such as age, gender, race/ethnicity, household composition, and relationship history;
Parent self-report of demographic factors, such as age, gender, race/ethnicity, household composition, total family income, educational attainment, and relationship history;
Educator self-report of demographic factors, such as race/ethnicity and gender
measure: Experience delivering prevention programs
time frame: 2 times per year first year, 1 time per year for 3 more years
description: Educator self-report of experience delivering prevention programs, such as teen dating violence and harassment prevention programs
measure: Religiosity
time frame: 2 times per year for up to 3 years
description: Parent self-report of attendance at religious services and importance of religious beliefs
measure: Student extra curricular activities
time frame: 2 times per year for up to 3 years
description: Parent report of student engagement in extra-curricular activities
measure: Housing stability
time frame: 2 times per year for up to 3 years
description: Parent report of stability of housing for both parent and student (e.g., how long lived in the same neighborhood)
measure: Neighborhood cohesion
time frame: 2 times per year for up to 3 years
description: Parent report of characteristics of the neighborhood, such as the extent to which individuals in the neighborhood would intervene if a youth needed help and/or was engaging in delinquent behavior
measure: Gang involvement
time frame: 2 times per year for up to 6 years
description: Student self report of having been initiated into a gang
measure: Exposure to intimate partner violence
time frame: 2 times per year for up to 6 years
description: Student self-report of witnessed (by seeing or hearing) intimate partner violence between a parent/guardian and his/her partner
measure: Exposure to community violence
time frame: 2 times per year for up to 6 years
description: Student self-report of witnessed (by seeing or hearing) community violence, such as hearing or seeing gun shots or others being physically attacked
measure: Views toward Dating Matters sustainability
time frame: 2 times per year first year, 1 time per year for 3 more years
description: Educator report of views regarding Dating Matters sustainability, including level of commitment to sustainability
arm group label: Dating Matters Comprehensive Approach
arm group type: Experimental
description: Schools randomly assigned to the comprehensive approach will: implement 6th, 7th, and 8th grade student curricula in English to all the students in these grades; offer parent programs for parents of 6th, 7th, and 8th graders;implement a communications campaign involving brand ambassadors, a text message campaign, and social media campaign;encourage all educators to take an online training about teen dating violence for educators;be supported in assessing and informing local school or community policies relevant to teen dating violence.
arm group label: Standard of Care Safe Dates Approach
arm group type: Active Comparator
description: Schools randomly assigned to the standard of care approach will implement Safe Dates as it is published in their schools 8th grade classes.
intervention type: Behavioral
intervention name: Dating Matters Comprehensive Approach
description: The Dating Matters Comprehensive Approach includes:
6th, 7th, and 8th grade Student Curricula; Parent Programs for parents of 6th, 7th, and 8th graders; A communications campaign involving brand ambassadors, a text message campaign, and social media campaign; An online training about teen dating violence for educators; Developmental component: A guidance document for sites on assessing and informing local policies relevant to teen dating violence for comprehensive schools (likely to be substantial cross and within site variation on this component)
arm group label: Dating Matters Comprehensive Approach
intervention type: Behavioral
intervention name: Standard of Care Safe Dates Approach
description: Safe Dates curriculum for 8th grade students
arm group label: Standard of Care Safe Dates Approach
criteria: 
gender: All
minimum age: N/A
maximum age: N/A
healthy volunteers: No
last name: Phyllis H Niolon, Ph.D.
role: Principal Investigator
affiliation: Centers for Disease Control and Prevention
facility: 
facility: 
facility: 
facility: 
country: United States
url: http://www.cdc.gov/ViolencePrevention/DatingMatters/index.html
description: CDC's Dating Matters website
responsible party type: Sponsor