READY4Life Programming for Life Skills
Recruiting in Palo Alto (17 mi)
+8 other locations
Overseen byMichael Young, Ph.D.
Age: < 65
Sex: Any
Travel: May Be Covered
Time Reimbursement: Varies
Trial Phase: Academic
Recruiting
Sponsor: US Committee for Refugees and Immigrants
Disqualifiers: Age, Non-refugee/immigrant
No Placebo Group
Approved in 1 Jurisdiction
Trial Summary
What is the purpose of this trial?
The U.S. Committee for Refugees and Immigrants (USCRI) has developed the Relationships, Education, Advancement, and Development for Youth for Life (READY4Life) Program. This is a 16-hour program for immigrants/refugees, ages 14 to 24. The program is designed to help young immigrants and refugees prepare for a successful life in the United States. The program is taught by USCRI program staff and is being implemented at eight sites across the U.S.: Cleveland, Ohio; Colchester, Vermont; Des Moines, Iowa; Miami, Florida; Philadelphia, Pennsylvania; Raleigh, North Carolina; Saint Paul, Minnesota; and Twin Falls, Idaho. The project also includes a rigorous evaluation component, featuring a Randomized Control Trial (RCT) design.
Will I have to stop taking my current medications?
The trial information does not specify whether you need to stop taking your current medications.
What data supports the effectiveness of the READY4Life Programming treatment?
How is the READY4Life Program treatment different from other life skills programs?
The READY4Life Program is unique because it focuses on classroom instruction to develop life skills specifically for youth, emphasizing relationships, education, advancement, and development. Unlike other programs that may be residential or focus on different populations, READY4Life is tailored for classroom settings, making it more accessible for school-going adolescents.678910
Eligibility Criteria
The USCRI READY4Life Program is for young immigrants and refugees between the ages of 14 to 24 who are looking to adapt successfully to life in the United States. Participants must self-identify as a refugee or immigrant.Inclusion Criteria
I am between 14 and 24 years old.
Must self-identify as a refugee or immigrant
Exclusion Criteria
I am either younger than 14 or older than 24 years old.
Does not identify as a refugee or immigrant
Trial Timeline
Screening
Participants are screened for eligibility to participate in the trial
2-4 weeks
Intervention
Participants receive the 16-hour READY4Life classroom-based relationship education program
16 hours over several weeks
Sessions are spaced a week apart
Follow-up
Participants are monitored for outcomes such as communication skills, conflict resolution, and economic stability
6 months
Control Group Follow-up
Control group participants complete pre-test, post-test, and six-month follow-up questionnaires
7 months
Treatment Details
Interventions
- READY4Life Programming - classroom instruction (Behavioral Intervention)
Trial OverviewThis trial tests the effectiveness of READY4Life, a program offering classroom instruction aimed at improving communication, social relationships, problem-solving skills, and economic stability among youth. The study uses an RCT design across eight U.S. sites.
Participant Groups
2Treatment groups
Experimental Treatment
Active Control
Group I: READY4Life Programming - classroom instructionExperimental Treatment1 Intervention
The intervention is an 16-hour classroom-based relationship education program taught by project staff. This instruction will strengthen and promote healthy marriages among young refugees and immigrants through education and comprehensive case management that will support an overall goal of helping youth build healthy relationship skills while supporting positive socio-emotional development and promoting successful transitions to young adulthood.
Group II: No Intervention: ControlActive Control1 Intervention
The control group does not receive any part of the classroom instruction that the intervention group receives. Like the intervention group, however, the control group does have access to case management.
READY4Life Programming - classroom instruction is already approved in United States for the following indications:
🇺🇸 Approved in United States as READY4Life Program for:
- Promoting healthy relationship skills and positive socio-emotional development among refugee and immigrant youth
Find a Clinic Near You
Research Locations NearbySelect from list below to view details:
United States Committe on Refugees and ImmigrantsWashington, United States
Youth Coop Inc.Miami, FL
USCRI Des MoinesDes Moines, IA
Internationa Institute of MinnesotaSaint Paul, MN
More Trial Locations
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Who Is Running the Clinical Trial?
US Committee for Refugees and ImmigrantsLead Sponsor
Department of Health and Human ServicesCollaborator
US Department of Health and Human ServicesCollaborator
References
Faculty-agency partnering for improved client outcomes. [2022]Implications for practice and education include recognition of the value of clinical outcome studies to clinicians and administrators in clinical agencies, as well as to nursing education. This project provides an example of the opportunity for mutually beneficial education and practice partnerships. Faculty, staff, and students demonstrated their ability to use the basic model for outcome studies developed by the United Way of America (1996). Teams of staff, faculty, and students were able to design small scale outcome studies that provided valuable information for clinicians and administrators about evaluating and improving the quality of clinical services, as well as for seeking continued funding. It is anticipated that further benefits may be discovered when faculty work with agencies to target program outcomes that will yield the most powerful effect for these agencies.
[Therapeutic education in primary cardiovascular prevention: 4 years sustained interest]. [2018]Our patient therapeutic education program yields improvements in health after one year. But what can we see after 4 years, when the patient alone is responsible for following the program?
Preliminary findings on the effectiveness of the "healthy living with chronic conditions" workshop in a managed care plan. [2013]The objective of this study was to evaluate the effectiveness of an educational program in teaching enrollees of an MCO to manage their medical conditions and consequently improve their quality of life. Treatment and control groups were evaluated before entering the program and after completing it. Statistically significant improvements for participants were found in five areas: (1) health distress, (2) self-rated general health, (3) illness intrusiveness, (4) self-efficacy, and (5) activities limitation.
[Effectiveness of an educational program for respiratory rehabilitation of Chronic Obstructive Pulmonary Disease patients in Primary Care in improving the quality of life, symptoms, and clinical risk]. [2023]To determine the impact of an educational program to improve the management of chronic obstructive pulmonary disease (COPD) that contributes to an increase of the quality of life, exercise capacity, level of dyspnoea, and clinical risk.
A systematic evaluation plan that works. [2019]Systematic assessment and evaluation of program outcomes results in program improvement. The authors discuss the evaluation of educational effectiveness standard components of critical thinking, therapeutic nursing intervention and communication and mechanisms that insure faculty participation in evaluation.
Life skills curricula for students with learning disabilities: a review of the literature. [2019]This article presents a review of the current literature on life skills curricula and instruction as they relate to students with learning disabilities. The review of life skills literature is organized into two sections: intervention and follow-up, follow-along studies. Based on the available research, several suggestions for designing research programs that address life skills curricula and instruction for students with learning disabilities are outlined.
Acceptability and feasibility of the Heartfulness Way: A social-emotional learning program for school-going adolescents in India. [2022]The interest in life skills education programs in schools is growing. Yet, there is limited evidence on implementation indicators for such programs in low-income countries.
Residential immersive life skills programs for youth with disabilities: service providers' perceptions of change processes. [2019]Residential immersive life skills (RILS) programs are designed to equip youth with physical disabilities with the foundational life skills required to assume adult roles. The objective was to determine RILS service providers' perceptions of the active ingredients of the intervention change process.
Quality of a life skills training program in Karnataka, India - a quasi experimental study. [2020]Youth focused Life Skills Education and Counseling Services (YLSECS) program, trained teachers/National Service Scheme (NSS) officers to deliver Life Skills Education (LSE) and counseling services to college going youth in the state of Karnataka in India. Available evaluation of life-skills training program have neglected the recording and or reporting of outcome among those trained to implement life-skills training program. Present paper highlights the quality of YLSECS training program and change in perception among teachers/NSS-officers trained in-terms of improvement in their cognitive/affective domains.
Optimizing life success through residential immersive life skills programs for youth with disabilities: study protocol of a mixed-methods, prospective, comparative cohort study. [2018]Young people with disabilities often lag behind their typically developing peers in the achievement of adult roles, which has been attributed to a lack of opportunities to develop critical life skills. Residential Immersive Life Skills (RILS) programs provide situated learning opportunities to develop life skills alongside peers and away from home in real-world settings. Retrospective research suggests that attending RILS programs is a transformative experience that empowers youth, provides parental hope, and increases service provider expertise. However, prospective, comparative research is needed to determine longer term benefits of these programs on youth life trajectories, in addition to exploring the program features and participant experiences that optimize program success. This protocol describes a 5-year, multi-site prospective study examining the effects of RILS programs for youth with disabilities.