Healthy Relationships Training Study: A Comparison of Interventions to Reduce Dating Violence on College Campuses

Not Applicable

Completed

• Conditions: Dating Violence
• Interventions: Behavioral: Psychoeducational; Behavioral: Mindfulness-Based Skills Training (MBST)

• Registration Number: NCT03950128
• Lead Sponsor: Kent State University

Brief Summary

The purpose of this study is to compare the efficacy of a mindfulness-based skills training (MBST) to a psychoeducational intervention at reducing dating violence in a sample of college students. The MBST focuses on improving college students' abilities to manage emotionally charged states during conflict with their romantic partners by teaching them mindfulness-based skills. The psychoeducational intervention uses the Love is Not Abuse curriculum. Treatment groups are randomly assigned and are compared using a two-armed parallel design.

88 college students currently in a dating relationship were recruited through Kent State University's subject pool. All participants completed a baseline assessment online where self-reported data was collected on demographics, dating violence (during the past month), emotion regulation, mindfulness skills, and other potential covariates. Participants were then randomized into either the MBST intervention or the psychoeducational intervention. All participants completed three 50-minute sessions over the course of three weeks with assigned homework between sessions. Daily diary data was collected, assessing knowledge and use of skills learned in the sessions. Follow-up data was collected online 11 weeks following baseline (dating violence (during the last month), emotion regulation, mindfulness skills).

It was hypothesized that the MBST intervention would be more effective at reducing dating violence as compared to the psychoeducational intervention.

Detailed Description

Not available

Study Timeline

• Study Start: 2018-02-05
• Primary Completion: 2018-12-02
• Study Completion: 2018-12-02
• Status Verified: 2019-05
• Study First Submitted: 2019-05-09
• Study First Submitted QC: 2019-05-10
• Last Update Submitted: 2019-05-10
• Study First Posted: 2019-05-15
• Last Update Posted: 2019-05-15

Recruitment & Eligibility

• Status: COMPLETED
• Sex: All
• Target Recruitment: 88

Inclusion Criteria

• In a current dating relationship (of 6 months or longer)

Exclusion Criteria

• Diagnosed with psychopathology (Major Depressive Disorder, Post-Traumatic Stress Disorder, Borderline Personality Disorder)

Study & Design

• Study Type: INTERVENTIONAL
• Study Design: PARALLEL

Arm && Interventions

Group	Intervention	Description
Psychoeducational	Psychoeducational	This intervention is based on the Love is Not Abuse (LINA) Curriculum (Liz Claiborne Education Development Center (n.d.)). It was adapted to be given over the course of three 50-minute sessions.
Mindfulness-Based Skills Training	Mindfulness-Based Skills Training (MBST)	This intervention teaches students mindfulness-based skills to help manage their emotions when resolving conflict with their partners. The intervention is given over the course of three 50-minute sessions with homework between sessions.

Primary Outcome Measures

Name	Time	Method
Change in Conflict in Adolescent Dating Relationships Inventory (CADR; Wolfe et al., 2001)	Baseline (4th week of semester) and Follow-up (11 weeks after baseline)	A 35-item self-report measure of physical, verbal, and sexual dating violence.

Secondary Outcome Measures

Name	Time	Method
3. Intimate Partner Violence Attitudes Scale-Revised (IPVAS-R; Fincham, Cui, Braithwaite, & Pasley, 2008)	Baseline (4th week of semester) and Follow-up (11 weeks after baseline)	This self-report measure asks participants to indicate how strongly they agree or disagree with a series of 17 statements on a five-point Likert scale (1 = Strongly disagree, 5 = Strongly agree). There are three subscales: abuse (e.g., "During a heated argument, it is okay for me to bring up something from my partner's past to hurt him or her"), control (e.g., "It is okay for me to tell my partner not to talk to someone of the opposite sex"), and violence (e.g., "It would never be appropriate to hit or try to hit one's partner with an object" \[reverse scored\]).
Kentucky Inventory of Mindfulness Skills (KIMS; Baer, Smith, & Allen, 2004)	Baseline (4th week of semester) and Follow-up (11 weeks after baseline)	This self-report measure has a total of 39 items with four subscales that assess: observing (e.g., I notice when my moods begin to change), describing (e.g., I'm good at finding the words to describe my feelings), accepting without judgment (e.g., I criticize myself for having irrational or inappropriate emotions \[reverse scored\]), and acting with awareness (e.g., When I'm doing something, I'm only focused on what I'm doing, nothing else).
The Difficulties in Emotion Regulation Scale (DERS; Gratz & Roemer, 2004)	Baseline (4th week of semester) and Follow-up (11 weeks after baseline)	This self-report measure asks participants to indicate how often a series of items applies to them (36 items total), rated on a 5-point scale (1 = almost never, 2 = sometimes, 3 = about half of the time, 4 = most of the time, 5 = almost always). The six subscales are: lack of emotional awareness (e.g., "When I'm upset, I take time to figure out what I'm really feeling" \[reverse scored\]), lack of emotional clarity (e.g., "I have difficulty making sense out of my feelings"), nonacceptance of emotional responses (e.g., "When I'm upset, I become angry with myself for feeling that way"), impulse control difficulties (e.g., "When I'm upset, I lose control over my behaviors"), limited access to emotion regulation strategies (e.g., "When I'm upset, believe that wallowing in it is all I can do"), and difficulties engaging in goal-directed behavior (e.g., "When I'm upset, I have difficulty thinking about anything else").

Trial Locations

Locations (1)

Kent State University; 🇺🇸 Kent, Ohio, United States