Grow Together, Thrive Together (G2T2): A Feasibility Study of a Brief Writing-Based Relationship Intervention for Emerging Adults and Their Caregivers
试验速览
- 阶段
- 不适用
- 状态
- 尚未招募
- 入组人数
- 60
- 试验地点
- 1
- 主要终点
- Racial Diversity
研究概览
简要总结
Background. Emerging adulthood is a period of major change in young people's lives, including increased independence, new responsibilities, and shifting relationships with parents or caregivers. During this time, disagreements between emerging adults and caregivers are common and may become more frequent or emotionally intense. How families manage these disagreements may affect relationship quality and emotional well-being for both emerging adults and caregivers. However, there are few brief, accessible programs designed to support emerging adults and caregivers together during this transition.
Grow Together, Thrive Together (G2T2) is a brief, online, writing-based relationship program designed for emerging adults and their caregivers. The program encourages participants to reflect on disagreements using a neutral, outside-observer perspective, with the goal of helping families approach conflict in healthier ways. G2T2 is designed to be low-intensity, self-directed, and accessible, and can be completed remotely using secure online platforms.
The purpose of this study is to evaluate the feasibility and acceptability of the G2T2 program and study procedures, rather than to test effectiveness. This feasibility clinical trial will examine whether emerging adult-caregiver dyads can be successfully recruited and retained, whether participants complete the writing sessions as planned, and whether participants find the program acceptable, easy to use, and understandable. The study will also explore whether participants report using the conflict reappraisal strategy outside of the writing sessions and examine changes in relationship and conflict-related outcomes before and after the program to inform future research.
Participants will take part as emerging adult-caregiver pairs. Each participant will complete an online baseline survey, three brief online writing sessions completed over approximately nine weeks, and a follow-up survey one week after the final session. Each writing session includes brief questions about recent disagreements, a short instructional video, brief questions to check understanding of the strategy, and guided writing exercises focused on reflecting on disagreements and planning how to use the strategy in future interactions. All activities are completed independently and online. Findings from this study will be used to refine the G2T2 program and study procedures and to inform the design of a future, larger randomized controlled trial.
研究设计
- 研究类型
- Interventional
- 分配方式
- Na
- 干预模型
- Single Group
- 主要目的
- Prevention
- 盲法
- None
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Emerging adults aged 18-25 years and their primary caregiver or parent, enrolled as emerging adult-caregiver dyads
- •Both members of the dyad must independently provide informed consent prior to participation
- •Sufficient English literacy to complete online questionnaires in English
- •Reliable access to the internet via a computer or mobile device
- •Dyad members may live together or separately
- •Participants may continue usual or recommended mental health care (e.g., psychotherapy, pharmacotherapy) during the study
排除标准
- •Concurrent participation in a structured family-based intervention (e.g., manualized family therapy or family skills programs) during the study period
研究组 & 干预措施
Grow Together, Thrive Together (G2T2) Intervention
The Grow Together, Thrive Together (G2T2) intervention is a brief, online, self-directed, writing-based relationship intervention for emerging adult-caregiver dyads. Each member of the dyad independently completes three guided writing sessions over approximately nine weeks. Sessions include brief questionnaires assessing recent conflict frequency and distress, a short instructional video introducing a neutral, third-party perspective on conflict, and a brief set of multiple-choice learning check questions to assess understanding of the conflict reappraisal strategy. Participants then complete structured writing prompts that encourage conflict reappraisal, reflection on barriers to strategy use, and planning for applying the strategy in future interactions. Participants also receive brief email or SMS reminders between sessions to encourage practice of the strategy. All study procedures are delivered remotely via secure online platforms.
干预措施: Grow Together Thrive Together (G2T2) (Behavioral)
结局指标
主要结局
Racial Diversity
时间窗: Week 0
Percentage of participants identifying as racialized. Feasibility will be evaluated against a predefined benchmark of ≥55.7% racialized participants.
Recruitment Feasibility
时间窗: Week 0-58
Recruitment feasibility will be assessed by the proportion of the target sample of emerging adult-caregiver dyads successfully recruited during the planned recruitment period (58 weeks from March 20 2026 to May 1 2027). Feasibility will be evaluated against a predefined success criterion of recruiting at least 70% of the target sample.
Caregiver Socioeconomic Status (Income and Education)
时间窗: Week 0
Percentage of caregivers meeting socioeconomic criteria, defined as having a household income below the Toronto median and/or a high school education or less. Feasibility will be evaluated against a predefined benchmark of ≥30% of caregivers meeting these criteria.
Participant Retention
时间窗: Week 0-10
Participant retention will be assessed as the proportion of enrolled emerging adult-caregiver dyads who complete the post-intervention assessment one week after the final writing session. Feasibility will be evaluated against a predefined success criterion of at least 75% dyad retention.
Intervention Adherence
时间窗: Week 1-9
Intervention adherence will be assessed as the proportion of emerging adult-caregiver dyads who complete at least two of the three online writing sessions. Feasibility will be evaluated against a predefined success criterion of at least 75% adherence.
Intervention Uptake
时间窗: Week 5-10
Intervention uptake will be assessed as the proportion of emerging adult-caregiver dyads reporting use of the conflict reappraisal strategy since their previous intervention session. Feasibility will be evaluated against a predefined success criterion of at least 80% uptake.
Intervention Acceptability
时间窗: Week 10
Intervention acceptability will be assessed using participant responses to a validated acceptability questionnaire based on the Theoretical Framework of Acceptability. Acceptability will be evaluated as the proportion of participants endorsing at least "agree" on 80% or more of questionnaire items, with a predefined success criterion of at least 80%.
Digital Usability
时间窗: Week 10
Digital usability will be assessed using participant ratings on the Ease of Use and Comprehension subscales of the Website Evaluation Questionnaire. Usability will be evaluated as the proportion of participants endorsing at least "agree" on 80% or more of items, with a predefined success criterion of at least 80%.
Sexual and Gender Diversity
时间窗: Week 0
Percentage of emerging adult participants identifying as Two-Spirit, lesbian, gay, bisexual, transgender, queer, or other sexual and/or gender minority identities (2SLGBTQ+). Feasibility will be evaluated against a predefined benchmark of ≥10.5% 2SLGBTQ+ emerging adults.
Immigrant Status
时间窗: Week 0
Percentage of participants who are foreign-born. Feasibility will be evaluated against a predefined benchmark of ≥46.6% foreign-born participants.
次要结局
- Change in Emerging Adult-Caregiver Relationship Quality(Pre-post change from Week 0 to Week 10)
- Change in Conflict Behavior(Pre-post change from Week 0 to Week 10)
- Change in Emerging Adult Support-Seeking and Perceived Support(Pre-post change from Week 0 to Week 10)
- Change in Conflict-Related Distress(Pre-post change from Week 0 to Week 10)
- Change in Parental Autonomy Support(Pre-post change from Week 0 to Week 10)
研究者
Heather Prime
Associate Professor in the Department of Psychology, York University
York University