Each participant will attend two presentations and six hands-on activities led by St. Jude faculty and research staff on topics within their expertise, such as cells and cancer, and healthy living. The pre-test will take place within 7±1 days before the program presentations and before students receive copies of the printed material. Two post-tests will take place. The first post-test will be administered within 7±1 days after the final scheduled program presentation and will be a measure of knowledge acquisition. The second post-test will take place 90±7 days post-intervention and will be a measure of knowledge retention.

Yuri Quintana, Ph.D

The main objectives of the study is to

* Evaluate the knowledge acquisition and retention of 4th-grade students who participate in the St. Jude Cancer Education for Children Program
* To examine the relationship between outcome measures (knowledge acquisition and knowledge retention) with covariates of interest such as self-reported age and gender
* To compare the knowledge scores among schools and identify the schools that may show better improvement than others and factors associated with improvement

The subjects in this research study will be current 4th-grade students at elementary schools in Memphis, Tennessee who choose to participate in the Program. These participants are not patients of St. Jude Children's Research Hospital. The Program will be implemented over a three-day period. Each student will attend two presentations and six hands-on activities led by St. Jude faculty and research staff on topics within their expertise, such as cells and cancer, and healthy living. Printed materials to be distributed as part of the St. Jude Cancer Education for Children Program have been developed by a multi-disciplinary team of St. Jude employees and local educators and reviewed by national experts for scientific accuracy and appropriate readability. Material includes three illustrated children's books, a laboratory manual, and activity sheets.

One pre- and two post-tests will be administered by designated school teachers. The tests consist of 10 multiple-choice questions per each of three modules(cells, cancer, and healthy living), validated by a group of experts for readability and content relevance. Knowledge acquisition will be assessed by taking the differences from first post-test to pre-test scores, obtained from 10 questions on each component of the intervention, and using one-sample signed rank test to evaluate the improvement in the knowledge scores. A similar analysis will be undertaken by taking the differences from the 2nd post-evaluation to the 1st post-evaluation for each participant to assess knowledge retention.

St. Jude Cancer Education for Children Program: Evaluation at 4th-Grade Level

Knowledge acquisition will be assessed by taking the differences from first post-test to pre-test scores, obtained from 10 questions on each component of the intervention. A similar analysis will be undertaken by taking the differences from the 2nd post-evaluation to the 1st post-evaluation for each participant to assess knowledge retention.

The study will examine the relationship between outcome measures(knowledge acquisition and knowledge retention) with covariates of interest such as self-reported age and gender.

To compare the knowledge scores among schools and identify the schools that may show better improvement than others and factors associated with improvement

St. Jude Children's Research Hospital

Fourth grade students enrolled in Memphis-area schools.

Katherine Ayers, MS

-The St. Jude Cancer Education for Children Program was created in 2006 as part of the outreach mandate of the Comprehensive Cancer Center at St. Jude Children's Research Hospital. The curriculum is designed to teach schoolchildren about cancer and dispel common misconceptions, inform students about healthy lifestyle choices that can translate to reduced cancer risk in adulthood, and to inspire an interest in science and scientific careers. In the 2010-2011 school year, researchers examined the impact of the program in regard to knowledge.

It has always been clear that St. Jude personnel are limited to visiting a small number of schools in person each year so in 2011, a teacher's kit to the education program was created. The kit includes all the lesson plans needed to complete the program without the presence of St. Jude staff members. As a result, researchers at St. Jude Children's Research Hospital want to test the feasibility of the intervention by schoolteachers, and how this mechanism of delivery will affect student knowledge, attitudes, and health behaviors associated with cancer and healthy living.

Teachers who agree to participate will use the teacher's kit developed by the St. Jude International Outreach Program to deliver the St. Jude Cancer Education for Children curriculum to 4th grade students over the course of 1 week. Pre and post survey data will be collected from students to measure knowledge, beliefs, attitudes, perceptions of vulnerability, intentions, and behaviors associated with cancer and healthy living. Rates of compliance and feedback about the curriculum will be collected from teachers via curriculum checklist, survey, and interviews.

Primary Objective:

* To determine if it is feasible for classroom teachers to implement the St. Jude Cancer Education for Children Program.

Secondary/Exploratory Objectives:

* To determine factors that may contribute to the program's feasibility such as school and teacher characteristics.
* To measure the impact of the intervention on student knowledge, beliefs, attitudes, perceptions of vulnerability, intentions, and self-reported health behaviors.

St. Jude Cancer Education for Children Program: The Feasibility of Teacher Delivery (Pilot Study)

Delivery of the educational curriculum by classroom teachers will be demonstrated to be a feasible method of delivering the St. Jude Cancer Education for Children Program. The program will be determined to be feasible if 80% of the schools that agree to participate complete the delivery of the program. A complete delivery will be defined as all grade consenting teachers delivering 2/3 of the educational content in each of the three modules.

Behaviors and Mental Disorders

All Conditions

Behavior, Addictive

Compulsive Behavior

Impulsive Behavior

The program consists of five 50-minutes sessions conducted in person as scheduled during weekly class meetings. Educators will conduct workshops with PowerPoint presentations and worksheets dedicated to in-class activities.

educational intervention

Łukasz Moskal, MD

Konrad Reszka, MD

Urszula Staszek-Szewczyk, MD, PhD

Jagoda Łaba, MD

Krzysztof Szewczyk, MD, PhD

Smoking Prevention Program is a pilot exploratory study with a standardized curriculum based on the Tobacco Prevention Toolkit from Stanford University and translated into Polish by the members of Students Scientific Association of Oncology at Wroclaw Medical University. The program will assess the effectiveness of a school-based smoking prevention curricula keeping children as never smokers and test the feasibility of engaging medical students and teachers in implementing and evaluating a validated program on smoking prevention within the Polish School System. The research protocols, methods and data collection instruments of a standardized classroom based valid tobacco prevention program from Stanford University will be used for the study. The smoking prevention program is centred on drug resistance, personal self-management and increasing social skills. The program increases knowledge and uses coaching and practice to provide students with the skills to resist social pressures around cigarette use. The secondary outcome of this study is to determine the change in attitudes by Polish Medical Student regarding Cancer Prevention Research. During Smoking Prevention Program workshops, the 5-Session Curriculum for primary schools will be translated, applied and evaluated for polish students.

This community-based pilot will engage medical students, the local school district and the local health authority. The Educational program meets the requirements set by Centers for Disease Control and Prevention (CDC) in Guidelines for School Health Programs to Prevent Tobacco Use and Addiction. Following parental consent, the program will be implemented with all 7th and 8th grade students (children age 12-15 years) from the Elementary School in Tyniec Mały. This project is supported by the Head of Lower Silesian Oncology Center, the Head of Department of Oncology of Wroclaw Medical University, the Health and Social Affairs Department of City of Wroclaw and under the patronage of the Lower Silesia Governor's Office, the Polish Society of Oncology, the Polish Society of Public Health, the Lower Silesian Department of Polish Society of Cardiology and the European Association for Cancer Education (EACE).

Smoking Prevention Program is funded by the READS Grant Program from the American Association for Cancer Education (AACE).

Smoking Prevention Program in Poland

Youth Smoking Prevention Program in Poland

Change in smoking intention among elementary school students after program completion (score based on survey results).

Change in knowledge about adverse effects of smoking after program completion (score based on survey results).

Stanford Reach Lab - Tobacco Prevention Toolkit

American Association for Cancer Education

Wroclaw Medical University

Principal Investigator

Patients and partners in the partner-assisted emotional disclosure condition will attend four weekly face-to-face sessions with a therapist. The first session will last 75 minutes and will focus on training in skills to facilitate the patient's disclosure. The subsequent 3 sessions will last 45 minutes each. In these sessions, the therapist will briefly review the strategies and provide feedback from the previous session and the patient will spend 30 minutes talking about their cancer-related concerns to the partner.

Partner-assisted emotional disclosure

The cancer education protocol consists of four weekly face-to-face sessions for education about living with GI cancer. The cancer education sessions will be delivered to patients and their partners and use a presentation and discussion format. Handouts and discussion sessions will center on the following topics: Orientation to Duke Cancer Care and the treatment team; suggestions for communicating with health care providers; resources for health information, psychosocial support, and financial concerns; evaluating health information on the internet; the impact of cancer on different domains of quality of life; and suggestions for maintaining quality of life.

Cancer Education

Laura Porter, Ph.D.

The long-range goal of this research is to develop better ways of helping GI cancer patients and their caregivers cope more effectively with the demands of the disease. The study is designed to test the hypothesis that a partner-assisted emotional disclosure intervention will be more effective in enhancing patient' psychological adjustment than a cancer education condition.

The diagnosis and treatment of GI cancer is a traumatic and life-altering event. Many patients with GI cancer experience significant emotional distress and disruptions in their social relationships as well as multiple physical symptoms and limitations in physical activities. There is evidence that cancer patients who are able to confide their feelings and concerns about the cancer experience with supportive others, particularly their partners, fare better. patients who are able to discuss cancer openly with their partners report fewer emotional and physical complaints, and higher levels of self-esteem and perceived control. However, there are a number of barriers that often inhibit discussion of cancer-related feelings. The proposed study will examine the effect of a new partner-assisted emotional disclosure (ED) protocol for patients with GI cancer.

In this study, 200 patients diagnosed with GI cancer and their partners will be recruited to participate. The couples will be randomly assigned to one of two conditions: 1) partner-assisted emotional disclosure, or 2) cancer education. Assessment measures will be collected at evaluations conducted before and after treatment and at 8 weeks post treatment. All evaluations will be conducted over the phone. Information will also be collected from the physician and/or the patient's medical record at each of the three evaluations. Audiotapes of the partner-assisted emotional disclosure sessions will be transcribed and 10-minute segments will be randomly selected and analyzed to assess the extent to which patients express emotions and partners verbally reflect the partner's feeling in an empathic manner.

Partner-Assisted Emotional Disclosure for GI Cancer

Partner Assisted Emotional Disclosure for GI Cancer

Duke University

Neoplasms

Digestive System Diseases

Colorectal Neoplasms

Intestinal Neoplasms

Gastrointestinal Neoplasms

Digestive System Neoplasms

Gastrointestinal Diseases

Colonic Diseases

Intestinal Diseases

Rectal Diseases

Quality of Life

The OT intervention group were given a consultation based on a CRC education handbook by an occupational therapist for discharge preparation and on 1-month, 3-month follow-up clinic.

The non-intervention group participants were given a CRC education handbook (the same handbook) only for discharge preparation.

Those participants in the OT intervention group were given a consultation based on a CRC education handbook by an occupational therapist for discharge preparation (about 30 minutes) and after each follow-up visit to the clinic (about 15-20 minutes); the non-intervention group participants were given a CRC education handbook (the same handbook) only for discharge preparation. For the first OT consultation, in the first 15 minutes, the occupational therapist educated the participants based on the CRC education handbook chapter by chapter. The next 15 minutes, the occupational therapist interacted with the participants and provided them customized lifestyle suggestions. For the each following (second and third) consultations, occupational therapists interacted with the participants and provided customized suggestions based on the participants' lifestyle at home.

Cancer education

BACKGROUND:

Colorectal cancer (CRC) and its treatment affect CRC survivors' quality of life (QoL), emotional distress and activities of daily living (ADL). It is assumed that occupational therapy interventions based on cancer education may be a feasible approach.

Aim To examine the effect of using cancer education based on healthy lifestyle by occupational therapist on QoL, emotional distress, ADL and healthy lifestyle behaviors in CRC survivors.

Methods Participants with CRC were designed as a two-group controlled trial, and a single-blind randomized controlled trial was conducted. These participants were randomly assigned to either an OT intervention or a non-intervention group (in a 1:1 ratio). Those participants in the OT intervention group were given a consultation based on a CRC education handbook by an occupational therapist for discharge preparation and on 1-month, 3-month follow-up clinic; the non-intervention group participants were given a CRC education handbook (the same handbook) only for discharge preparation. The primary outcome was the change in QoL measured using WHOOQOL-BREF. Secondary outcomes were changes in emotional distress, ADL and healthy lifestyle behaviors. Outcomes were examined in baseline (discharge preparation), 1-month and 3-months follow-up clinic.

Quality of Life in Colorectal Cancer Survivors

Occupational Therapy Interventions Based on Cancer Education on Quality of Life for Colorectal Cancer Survivors

The WHOQOL-BREF questionnaire is a self-assessment instrument, which is has been translated into several languages (The WHOQOL Group, 1998). It includes four domains: physical health, psychological health, social relationships, and environment.

The Brief Symptom Rating Scale (BSRS-5) is used for screening psychiatric symptoms, which is to be able to quickly understand the psychological care needs of subjects. This scale includes only five items (anxiety, hostility, depression, low self-esteem, and insomnia), thus, the administration time is short.

The Barthel Index (BI) measure the patients' performance on 10 ADL functions, and is commonly used scales which assess disability or dependence in activities of daily living for patients.

Study title	NCT ID	Conditions	Interventions	Eligibility	Organization
St. Jude Cancer Education for Children Program: Evaluation at 4th-Grade Level	NCT01185093	Cancer		-	St. Jude Children's Research Hospital
St. Jude Cancer Education for Children Program: The Feasibility of Teacher Delivery (Pilot Study)	NCT01591213	Healthy		8 Years - 11 Years	St. Jude Children's Research Hospital
Smoking Prevention Program in Poland	NCT05488743	Smoking Smoking Behavio... Smoking (Tobacc... E-cigarette Use Vaping	educational int...	12 Years - 15 Years	Wroclaw Medical University
St. Jude Cancer Education for Children Program: The Feasibility of Teacher Delivery (Pilot Study)	NCT01591213	Healthy		8 Years - 11 Years	St. Jude Children's Research Hospital
Smoking Prevention Program in Poland	NCT05488743	Smoking Smoking Behavio... Smoking (Tobacc... E-cigarette Use Vaping	educational int...	12 Years - 15 Years	Wroclaw Medical University
Partner-Assisted Emotional Disclosure for GI Cancer	NCT00734513	Cancer of the G...	Partner-assiste... Cancer Educatio...	18 Years -	Duke University
Quality of Life in Colorectal Cancer Survivors	NCT03521765	Colorectal Canc...	Cancer educatio...	-	National Cheng Kung University
Partner-Assisted Emotional Disclosure for GI Cancer	NCT00734513	Cancer of the G...	Partner-assiste... Cancer Educatio...	18 Years -	Duke University

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