Feasibility and Preliminary Effects an Online Training to Increase the Specificity and Savoring of Positive Autobiographical Memories: a Randomized Controlled Pilot Study
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 42
- 试验地点
- 1
- 主要终点
- Autobiographical memory specificity. The Autobiographical Memory Test (AMT, Williams & Broadbent, 1986)
研究概览
简要总结
The effect of autobiographical memory specificity and savoring training on memory specificity, positive affect regulation, well-being and depression symptomatology
详细描述
The general objective of this study is to analyze the efficacy of an online-delivered Autobiographical Memory Specificity and SavoringTraining to increase the specificity of positive autobiographical memories, positive affect regulation strategies, well-being and to reduce depression symptomatology. It will be tested in two conditions (training group vs. control group) with low-to-moderate depressive symptomatology. It is hypothesized that the training group (over control group) will increase the specificity and positive affect regulation of autobiographical memories, and this will lead to a reduction of depressive symptomatology and increase of well-being.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Treatment
- 盲法
- Single (Participant)
入排标准
- 年龄范围
- 18 Years 至 55 Years（Adult）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •Age between 18 and 55 (following Serrano et al., 2007 recommendations)
- •Deficit in memory specificity: scores on Autobiographical Memory Test (AMT) < (or equal) 70%
- •Diagnosis of mild to moderate depression: scores on Patient Health Questionnaire (PHQ9) between 5 to 14
排除标准
- •being currently under psychological treatment
- •present any medical illness or physical, psychological and/or cognitive incapacity that could impede the participation
- •Not having the necessary technological means, i.e. access to a mobile phone with internet connection.
研究组 & 干预措施
PESCAR Training Group
This group will receive an online two-week intervention to train the specificity and savoring of autobiographical memories. During the two-week intervention and the following two weeks, participants will complete continuous assessments (i.e. once a day) rate the their mood (positive and negative affect) as well as the level of positivity, specificity and savoring of positive memories recalled during practice session. For this study, we included continuous assessments to monitor essential project variables throughout the intervention (2 weeks; from Day 0 to Day 15) and then as a follow-up (2 weeks after; from Day 16 to Day 30).
干预措施: Autobiographical Memory Specificity and Savoring Training: PESCAR (Behavioral)
Control Group
This group will receive no intervention to train the specificity of autobiographical memories. During two weeks (from Day 0 to Day 15), participants will complete continuous assessments (i.e. once a day) to monitor their positive and negative affect.
结局指标
主要结局
Autobiographical memory specificity. The Autobiographical Memory Test (AMT, Williams & Broadbent, 1986)
时间窗: Screening for eligibility criteria; Change in AMT from pre- intervention (Day 0) to post-intervention (Day 15)
AMT is the preferred measure to evaluate the degree of specificity of autobiographical memory. During the AMT application, nine verbal cue words of different valence (three positive, three negative and three neutral) will be presented to the participants to perform a recall task of specific personal memories (Dritschel et al., 2014). The specificity of the memories is scored by evaluators following specified criteria (Williams et al., 2007), and then, an overall estimate of the level of specificity of autobiographical memories can be calculated. The assessment will be conducted online, following previous works with the written version of the AMT (Takano et al., 2017). The spanish adaptation (Ros et al., 2018) has shown adequate psychometric properties in young and older populations.
次要结局
- Depressive symptomatology. The Patient Health Questionnaire 9 (PHQ-9; Kroenke, Spitzer & Williams, 2001, Spanish adaptation Diez-Quevedo et al., 2001)(Change in PHQ-9 from pre- intervention (Day 0) to post-intervention (Day 15); Change in PHQ-9 from post- intervention (Day 15) to follow-up (Day 30))
- Savoring. Ways of Savoring Checklist (WOSC, Bryant & Veroff, 2007; Jose, Lim, & Bryant, 2012)(Change in WOSC from pre- intervention (Day 0) to post-intervention (Day 15); Change in WOSC from post- intervention (Day 15) to follow-up (Day 30))
- Characteristics of positive memories recalled. (Continuous assessments)(Daily mood and characteristics of positive memories during intervention (From Day 1 to day 15).)
- Positive and negative affect. The Positive and Negative Affect Scale (PANAS; Watson et al., 1988; Sandín et al., 1999)(Screening for eligibility criteria; Change in PANAS from pre- intervention (Day 0) to post-intervention (Day 15); Change in PANAS from post- intervention (Day 15) to follow-up (Day 30))
- Well-being. Mental Health Continuum Scale (MHC: Keyes, 2004; Echevarría et al., 2010)(Screening for eligibility criteria; Change in MHC from pre- intervention (Day 0) to post-intervention (Day 15); Change in MHC from post- intervention (Day 15) to follow-up (Day 30))
研究者
Rosa M. Baños Rivera
Professor of Psychology
University of Valencia