Family Drama Project II

The University of Hong Kong (HKU)

Status: Completed

Conditions: Family Health, Happiness and Harmony; Physical Health

Treatments: Behavioral: Short live drama; Behavioral: Long live drama

Study type: Interventional

Funder types: Other

Identifiers

NCT04048915

UW 15-464

Details and patient eligibility

About

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.

Full description

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.

Enrollment: 7,026 patients

Sex: All

Ages: 5 to 100 years old

Volunteers: Accepts Healthy Volunteers

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.

Trial design

Primary purpose: Prevention

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: None (Open label)

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7,026 participants in 3 patient groups

Long live drama

Experimental group

Description:

Primary school students watched an interactive long live drama (90 minutes) in schools. DVD and worksheets were also distributed to students and asked them to watch the DVD and finish the worksheets with their parents.

Treatment:

Behavioral: Long live drama

Short live drama

Experimental group

Description:

Primary school students watched an interactive short live drama (60 minutes) in schools. DVD and worksheets were also distributed to students and asked them to watch the DVD and finish the worksheets with their parents.

Treatment:

Behavioral: Short live drama

Waitlist control

No Intervention group

Description:

Primary school students received no intervention during the 3-month study period. After the study finished, the students watched either short or long live drama, and DVD with worksheets were distributed to students and they were invited to share with their parents.