The Effectiveness of the Novel Web- and Mobile-based Acceptance- and Commitment Therapy Program Youth COMPASS to Promote Adolescent Well-being and Life-control

Brief Summary

Detailed Description

The aim of this randomized control trial is to examine effectiveness of individually tailored web- and mobile-based Acceptance- and Commitment Therapy interventions to promote adolescents' well-being and life-control and subsequently support their successful transition from basic education to upper secondary education. Our additional aim is to examine to what extent the effectiveness of the intervention varies according to intervention intensity and according to risk for school failure. The five-week structured intervention is delivered using the novel web-and mobile-based program Youth COMPASS following the principles of the Acceptance and Commitment Therapy (ACT). The Internet context is assumed to be particularly motivating for youth who enjoy spending time online using different social media. Internet-based interventions have several advantages; they can include more information and treatment components than traditionally delivered treatments and that intervention programs are accessible at any time and at any place. Another unique aspect of the Youth COMPASS is the fact that it is individually-tailored. Each participant have an individually assigned online coach who provides support and encouragement, reminds about Youth COMPASS, sends individualized feedback, and recommends different exercises. The study hypothetizes that the Youth COMPASS is more effective than school counseling as usual. More specifically, the Youth COMPASS is expected to be more effective when it is combined with face-to-face support than when support and feedback are provided only via the Internet. Also, the Youth COMPASS with no face-to-face support (online only) is expected to be more effective than receiving only regular school counseling. Finally, the Youth COMPASS is expected to be more effective for students at risk for school failure than for students without risk for school failure, especially when at risk-adolescents receive more intensive support (i.e., both online and face-to-face support). The participants of the effectiveness study of the Youth COMPASS are selected from the participants of the broader longitudinal STAIRWAY (TIKAPUU in Finnish) - From Primary School to Secondary School study, which follows a community sample of Finnish adolescents (n\~850) across critical educational transitions. The overall aim of the STAIRWAY project is to broaden our understanding of the individual- and environment-related factors that promote learning, well-being and successful educational transitions.

Primary Outcomes

Secondary Outcomes

• Psychological flexibility (Greco et al., 2008)(Change from baseline at 2, 6, 12 and 18 months after the intervention.)
• Mindfulness skills (Ciarrochi et al., 2011)(Change from baseline at 2, 6, 12 and 18 months after the intervention.)
• Identity formation (DIDS; Luyckx et al., 2008; see also Marttinen et al., 2016)(Change from baseline at 2, 6, 12 and 18 months after the intervention)
• Truancy(Change from baseline at 2, 6, 12 and 18 months after the intervention.)
• School grades(Four years from the baseline.)
• Initiation of upper secondary education(Four years from the baseline.)
• Progress in upper secondary studies(Four years from the baseline.)
• Changes in study field in upper secondary education(Four years from the baseline.)
• Staying in vs. dropping out of education(Four years from the baseline.)
• Graduation time(Four years from the baseline.)