Emotional Management in Adolescents

Not Applicable

Not yet recruiting

• Conditions: Emotional Regulation; Examining the Emotion Regulation Effectiveness to Be Given to Adolescents

• Registration Number: NCT06849310
• Lead Sponsor: Ankara Medipol University

Brief Summary

This study aims to give information about the content of the school-based emotion regulation program study designed for adolescent children to develop their emotion regulation skills. The study is a randomized controlled trial with adolescents aged 14-16 years (9th and 10th grade). Two high schools were selected for the research in Ankara, Türkiye. A face-to-face formal training consisting of four modules of four weeks (50 min/week). Based on the Vibrational Energy Theory, the program will be applied to the intervention group to be selected by the randomization method. The training topics include recognizing and accepting emotions, directed thinking and process orientation, and acceptance and willingness (reinforcement module) modules. With this intervention, adolescents' emotion regulation skills and psychological well-being are expected to increase, and anxiety levels will decrease. The program to be implemented will contribute to the acquiring and developing emotion regulation skills that deal with processes such as awareness, control, management, and acceptance of emotions in adolescents.

Key Words: adolescence, emotion, regulation, school

Detailed Description

Not available

Study Timeline

• Status Verified: 2025-02
• Study First Submitted: 2025-02-08
• Study First Submitted QC: 2025-02-25
• Last Update Submitted: 2025-02-25
• Study First Posted: 2025-02-27
• Last Update Posted: 2025-02-27
• Study Start: 2025-03-24
• Primary Completion: 2025-04-11
• Study Completion: 2025-05-25

Recruitment & Eligibility

• Status: NOT_YET_RECRUITING
• Sex: All
• Target Recruitment: 80

Inclusion Criteria

• . Criteria for inclusion in the research;

  • continuing their education in the 9th-10th grade,
  • agreeing to participate in the study,
  • giving written consent to participate in the study by their parents,
  • stating that they can participate in the four-week program,
  • speaking Turkish.

Exclusion Criteria

• The criteria for exclusion from the study were:

  • the student has a medically diagnosed mental problem that will prevent the student from following the program,
  • the student has a psychological medical diagnosis, and
  • he/she is receiving psychiatric medication or therapy.

Study & Design

• Study Type: INTERVENTIONAL
• Study Design: PARALLEL

Primary Outcome Measures

Name	Time	Method
The Regulation of Emotions Questionnaire- REQ	1 mounth	The Regulation of Emotions Questionnaire (REQ) was developed by Phillips and Power (2007) to determine adolescents' emotion regulation methods. The scale consists of a total of 18 items and 4 sub-dimensions, including 5 Likert types (1 = Never, 5 = Always). Lower dimensions are classified as internal functional emotion regulation (4 items), internal dysfunctional emotion regulation (5 items), extrinsic functional emotion regulation (4 items), and extrinsic dysfunctional emotion regulation (5 items). The scale does not give a total score, scoring is done on the basis of sub-dimensions. As the scores obtained from the sub-dimensions increase, the frequency of the adolescent's emotion regulation method increases according to that sub-dimension, and as the score decreases, the rate of using that method decreases. There are no items that are scored backward. The reliability coefficients for the original study were .72 for intrinsic functional emotion regulation, .76 for dysfunctional emoti
The State-Trait Anxiety Inventory (STAI)	1 mounth	This scale was developed in 1970 by Spielberger et al. to measure the level of State and Trait Anxiety. The scale is used to determine how the individual feels in a certain condition and in a certain area. The scale can be applied to individuals aged 14 and over. The scale consists of two separate sub-scales, 20 of which were developed to measure state and 20 of which were developed to measure trait anxiety, consisting of a total of 40 items of Likert type. In this study, the State Anxiety Scale will be used. The feelings or behaviors specified in the State Anxiety Scale items are answered by choosing one of the options: 1: none, 2: somewhat, 3: a lot, and 4: completely, depending on the severity of such experiences (Spielberg et al., 1971). There are two types of expressions in the scale. These are either inverted or direct statements. Inverted statements express positive emotions, while direct expressions express negative emotions. Scoring on the State Anxiety Scale varies between
The Stirling Children's Well-being Scale (SCWBS)	1 mounth	It is a 5-point Likert model developed by Liddle and Carter (2015) to measure the emotional and psychological well-being levels of children aged 8-15 and rated between "Never (1) and Always (5)" consisting of 12 question items. There is no inverse matter on the scale. The highest score that can be achieved on the scale is 60, while the lowest score is 12. High scores obtained from the scale indicate that children's emotional and psychological well-being levels are high. In the original study, the internal consistency reliability coefficient of the scale was found to be .85 (Liddle \& Carter, 2015). The scale was adapted into Turkish by Akın et al. in 2016. It was applied to primary, secondary, and high school students between the ages of 9-16. In the confirmatory factor analysis conducted for the adaptation studies to Turkish, it was seen that the one-dimensional model was well adapted. The Cronbach-Alpha internal consistency coefficient calculated within the scope of this study was fo