Process Evaluation of the Effectiveness of Two Transdiagnostic Interventions on Emotion Regulation : Compassion Focused Program and Emotion Competence Training Program
Overview
- Phase
- Not Applicable
- Intervention
- Not specified
- Conditions
- Emotion Regulation
- Sponsor
- University Grenoble Alps
- Enrollment
- 194
- Locations
- 1
- Primary Endpoint
- Difficulty in Emotion regulation Scale (DERS, Gratz & Roemer, 2004
- Last Updated
- 3 years ago
Overview
Brief Summary
Emotional regulation (ER) appears today as a fundamental skill for the adaptation of an individual to his environment. Indeed, functional and efficient ER is crucial for mental well-being, but also for physical health, for the maintenance of satisfying social relationships , and for work performance. Many research studies have shown that difficulties with ER are central to the development of many mental disorders. Consequently, this skill can be the target of psychological interventions , the effectiveness of which can be tested as well as the mechanisms underlying that effectiveness. Various "mechanisms of effectiveness" have been advanced in the literature. Of these, this project will specifically test cognitive flexibility and feelings of self-efficacy.
Although a growing number of interventions attempt to target emotional regulation, few are evaluated in subclinical populations and few are protocolized. Similarly, there is little research evaluating the effectiveness processes of these interventions. To date, two types of interventions show particular promise: emotion competence based interventions and compassion focused therapy. This research will therefore be based on the evaluation of two interventions in a randomized controlled trial: Emotion Competence Training Program and Compassion Focused Program that will take place over 12 two-hour sessions in a subclinical and clinical population.
Detailed Description
This study is composed: * a single case study in a subclinical population * a randomized controlled study in a subclinical population * a pilot study in a clinical population
Investigators
Marine Paucsik
Clinical PhD Student
University Grenoble Alps
Eligibility Criteria
Inclusion Criteria
- •Age between 18 and 65 inclusive
- •Person who can understand, speak and read French
- •Person who has been orally informed and has given informed consent to participate in the study
- •Affiliated with a social security plan
Exclusion Criteria
- •Score greater than or equal to 14 on the DASS21 scale.
- •Current participation in another study regarding emotional regulation
- •Participation in positive psychology, mindfulness, or stress management groups for less than 3 months
- •Change in psychotropic medication (taking, stopping, or changing dosage) within 2 months prior to study participation
- •Substance use
- •Person with an intellectual disability.
- •Person deprived of liberty by judicial decision.
Outcomes
Primary Outcomes
Difficulty in Emotion regulation Scale (DERS, Gratz & Roemer, 2004
Time Frame: 1week
The DERS-SF is an 18-item self-report multidimensional scale of emotional regulation skills. The DERS examines six difficulties in emotion regulation: (1) unacceptance of negative emotions, (2) difficulty engaging in goal-directed behaviors in the presence of negative emotions, (3) difficulty controlling impulsive behavior in the presence of negative emotions, (4) limited access to emotion regulation strategies perceived as effective, (5) lack of emotional awareness, and (6) lack of understanding of one's emotions, defined as lack of emotional clarity. Items are scored on a five-point Likert scale. Higher scores indicate the presence of difficulties in emotion regulation. Maximum values is 90 and minimum is 18.
Secondary Outcomes
- Depression, Anxiety and Stress Scale (DASS21, Henry & Crawford, 2005(1week)
- Self-compassion Short Form Scale (SCS-SF; Neff, 2003)(1week)
- Profile of Emotional Competence (PEC, Mikolajczak, Brasseur, & Fantini-Hauwel, 2014)(1week)
- Well being scale (PWB; Ryff, 1995)(1week)