Brief Interventions for Coping with Distress
Not Applicable
Recruiting
- Conditions
- Emotional DysfunctionAnxietyDistress, EmotionalDepression
- Interventions
- Behavioral: Online, Self-Directed Attention & Reflective Thought Skills Training with Coaching SupportBehavioral: Online, Self-Directed Attention Skills Training with Coaching SupportBehavioral: Online, Self-Directed Health & Wellness Education Training with Coaching Support
- Registration Number
- NCT05779761
- Lead Sponsor
- Teachers College, Columbia University
- Brief Summary
This study is being done to compare the effectiveness of three different skills trainings to cope with distress. These three trainings are: 1) an attention skills training, 2) an attention and reflective thought skills training, and 3) a health and wellness education training.
- Detailed Description
Adults living in New York City between the ages of 18-65 and experiencing elevated levels of worry, rumination, and/or self-criticism may be eligible to participate. After being informed about the study and potential risks, participants giving written informed consent will complete an online screening visit to determine full study eligibility. Eligible participant will then be randomized to complete 6-weeks of one of three self-directed, online skills training about coping with distress.
The present study is evaluating whether these skills trainings demonstrate efficacy in: 1) improving outcomes specific to an emotion regulation model of emotional distress (e.g., attentional control, decentering, reappraisal); 2) reducing symptoms of psychological distress (e.g., anxiety, depression, worry, rumination). Primary assessment points will take place before and after the skills training, and will include self-report measures, brief surveys during daily life, as well as computer tasks and measures of brain and body activity (e.g., EEG).
Recruitment & Eligibility
- Status
- RECRUITING
- Sex
- All
- Target Recruitment
- 180
Inclusion Criteria
- Between the ages of 18 and 65
- Fluent in English (and therefore able to provide consent)
- Currently living in New York City
- Access to a smartphone and the internet
- High self-reported worry, rumination, and/or self-criticism
- Meet Diagnostic and Statistical Manual of Mental Disorders - Fifth Edition (DSM-5) criteria for at least one, current psychological disorder
Exclusion Criteria
- Active suicidal ideation or intent
- Substance dependence disorder, schizophrenia, bipolar-I disorder, or a primary DSM-5 diagnosis of borderline or narcissistic personality disorder
- Individuals currently receiving therapy or psychosocial treatment who do not plan to continue with the same treatment throughout the study period
- Individuals taking psychotropic mediation that has not been stabilized for a period of at least 3 months
- Current students at Teachers College, Columbia University
- Individuals with cardiac conditions, diagnosed hyperhidrosis, and traumatic brain injuries or other neurological conditions (e.g., dementia, Parkinson's, epilepsy)
Study & Design
- Study Type
- INTERVENTIONAL
- Study Design
- PARALLEL
- Arm && Interventions
Group Intervention Description Attention and Reflective Thought Skills Training Online, Self-Directed Attention & Reflective Thought Skills Training with Coaching Support Participants assigned to Attention and Reflective Thought Skills Training will receive 6-weeks of self-directed, online skills training on attention and metacognitive regulation skills for coping with distress. Six weekly modules will include 10-15 minutes of narrated videos, as well as suggestions for activities and skills practices between modules. Participants will also schedule weekly, 5-10 minute calls with an assigned skills training coach to discuss the participant's experience with the skills training. Attention Skills Training Online, Self-Directed Attention Skills Training with Coaching Support Participants assigned to Attention Skills Training will receive 6-weeks of self-directed, online skills training on attention regulation skills for coping with distress. Six weekly modules will include 10-15 minutes of narrated videos, as well as suggestions for activities and skills practices between modules. Participants will also schedule weekly, 5-10 minute calls with an assigned skills training coach to discuss the participant's experience with the skills training. Health and Wellness Education Training Online, Self-Directed Health & Wellness Education Training with Coaching Support Participants assigned to Health and Wellness Education Training will receive 6-weeks of self-directed, online skills training on stress-reduction psychoeducation. Six weekly modules will include 10-15 minutes of narrated videos, as well as suggestions for activities and skills practices between modules. Participants will also schedule weekly, 5-10 minute calls with an assigned skills training coach to discuss the participant's experience with the skills training.
- Primary Outcome Measures
Name Time Method Changes in Ability to Distancing From Emotional Experience: Experiences Questionnaire (EQ) Pre-Training, Post-Training (6 weeks after starting the training), and 3-Month Follow-Up Changes in Positive and Negative Emotions: Modified Differential Emotions Scale (mDES) Pre-Training, Post-Training (6 weeks after starting the training), and 3-Month Follow-Up Changes in Ability to Regulate Attention: Attentional Control Scale (ACS) Pre-Training, Post-Training (6 weeks after starting the training), and 3-Month Follow-Up Changes in Ability to Regulate Attention in Emotional Contexts: Emotional Attentional Control Scale (eACS) Pre-Training, Post-Training (6 weeks after starting the training), and 3-Month Follow-Up Changes in Ability to Regulate Emotions: Emotion Regulation Questionnaire (ERQ) Pre-Training, Post-Training (6 weeks after starting the training), and 3-Month Follow-Up Changes in Approach-Avoidance Motivation: Mental Representation of Approach Avoidance Questionnaire (MRAAQ) Pre-Training, Post-Training (6 weeks after starting the training), and 3-Month Follow-Up Change in Behavioral Dysregulation: Behavioral Dysregulation Scale (BDRS) Pre-Training, Post-Training (6 weeks after starting the training), and 3-Month Follow-Up
- Secondary Outcome Measures
Name Time Method Changes in Functional Impairment: Sheehan Disability Scale (SDS) Pre-Training, Post-Training (6 weeks after starting the training), and 3-Month Follow-Up Changes in Worry: Penn State Worry Questionnaire (PSWQ) Pre-Training, Post-Training (6 weeks after starting the training), and 3-Month Follow-Up Changes in Mood and Anxiety Symptoms: Mood and Anxiety Symptoms Questionnaire (MASQ-90) Pre-Training, Post-Training (6 weeks after starting the training), and 3-Month Follow-Up Changes in Rumination: Rumination-Reflection Questionnaire (RRQ) Pre-Training, Post-Training (6 weeks after starting the training), and 3-Month Follow-Up Changes in Life Satisfaction: Brief Multidimensional Students' Life Satisfaction Scale (BMSLSS) Pre-Training, Post-Training (6 weeks after starting the training), and 3-Month Follow-Up Changes in Self-Criticism: Self-Judgement Subscale of the Self-Compassion Scale (SCS) Pre-Training, Post-Training (6 weeks after starting the training), and 3-Month Follow-Up Changes in Valued Living/Action: Valuing Questionnaire (VQ) Pre-Training, Post-Training (6 weeks after starting the training), and 3-Month Follow-Up Satisfaction and Usability of Treatment: Client Satisfaction Questionnaire (CSQ) Post-Training (6 weeks after starting the training)
Trial Locations
- Locations (1)
Teachers College, Columbia University
🇺🇸New York, New York, United States