The Effectiveness of the Novel Web- and Mobile-based Acceptance- and Commitment Therapy Program Youth COMPASS to Promote Adolescent Well-being and Life-control
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 249
- 试验地点
- 1
- 主要终点
- Life satisfaction (Diener et al., 1985)
研究概览
简要总结
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).
详细描述
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.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Basic Science
- 盲法
- None
入排标准
- 年龄范围
- 14 Years 至 16 Years（Child）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Adolescents (n = 120) who have risk for school failure (learning difficulties or low grade point average without learning difficulties)
- •Randomly chosen adolescents (n=120) from the same classrooms who have no risk for school failure
排除标准
- 未提供
研究组 & 干预措施
Face-to-face and online support group
Behavioral: Structured web- and mobile-based intervention with Youth COMPASS program to support adolescents' well-being, career preparation and life-control and subsequently support successful transition to upper secondary education. The Youth COMPASS is the five-week online program according to principles of Acceptance and Commitment Therapy aiming to enhance adolescents' psychological flexibility by guiding adolescents in exploring their values and setting goals and changing behaviors according to their goals (week 1), and learning acceptance defusion and mindfulness skills (weeks 2-3) and integrating these skills into their personal life (weeks 4-5). The participants in this condition receive weekly online support and feedback from their individually assigned coach. In addition, they meet their coach twice in the face-to-face meetings. The aim of the meetings is to increase adolescents' internal motivation and thereby participation in the program.
干预措施: Experimental: face-to-face and online support group: (Behavioral)
Control group
Behavioral: No intervention, school counseling as usual
干预措施: Control (Behavioral)
Only online support group
Behavioral: web- and mobile-based intervention with Youth COMPASS program to support adolescents' well-being, career preparation and life-control and subsequently support successful transition to upper secondary education. The Youth COMPASS is a five-week online program according to principles of Acceptance and Commitment Therapy aiming to enhance adolescents' psychological flexibility by guiding adolescents in exploring their values and setting goals and changing behaviors according to their goals (week 1), and learning acceptance defusion and mindfulness skills (weeks 2-3) and integrating these skills into their personal life (weeks 4-5). The participants in this condition receive weekly online support and feedback from their individually assigned coach.
干预措施: Experimental: only online support group: (Behavioral)
结局指标
主要结局
Life satisfaction (Diener et al., 1985)
时间窗: Change from baseline at 2, 6, 12 and 18 months after the intervention.
Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
Self-esteem (Rosenberg, 1965),
时间窗: Change from baseline at 2, 6, 12 and 18 months after the intervention.
Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
Depressive symptoms (Salokangas et al., 1995)
时间窗: Change from baseline at 2, 6, 12 and 18 months after the intervention.
Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
Stress (Elo et al., 2003)
时间窗: Change from baseline at 2, 6, 12 and 18 months after the intervention.
Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
Difficulties and Strenghts questionnaire (SDQ, Goodman et al. 1997) measuring emotional symptoms, hyperactivity, conduct problems and prosociality
时间窗: Change from baseline at 2, 6, 12 and 18 months after the intervention.
Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
Well-being in school (World Health Organization)
时间窗: Change from baseline at 2, 6, 12 and 18 months after the intervention.
Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
Career choice preparedness (Koivisto et al., 2011)
时间窗: Change from baseline at 2, 6, 12 and 18 months after the intervention.
Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
Educational expectations
时间窗: Change from baseline at 2, 6, 12 and 18 months after the intervention.
Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
次要结局
- 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.)