An interventional study of Experimental: face-to-face and online support group: and Experimental: only online support group: in Well-being, sponsored by University of Jyvaskyla. Completed at 1 site in Finland. Open to participants aged 14 Years to 16 Years, including healthy volunteers. Per ClinicalTrials.gov, last updated 2020-04-02.
Sponsored by University of Jyvaskyla · Not applicable, Interventional, and Basic science
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Among 15 studies in Psychological Well-Being with a site in Finland — 4 open to participants now, 8 under way, none of them phase 3. Psychological Well-Being · Finland.
Among the 15 studies in Psychological Well-Being with a site in Finland, this one is the 4th largest by enrollment of the 14 interventional ones that give a count, is the only one that started in 2017, is one of 13 with no phase, and was the 5th registered.
2,195 studies on the registry are indexed under Psychological Well-Being; 728 are open to participants now.
Browse Psychological Well-Being studies →4 of the 15 studies in Psychological Well-Being with a site in Finland are open now. Recruiting first, the newest first:
University of Helsinki · Sites in Finland
Ages 18 mo+ · Healthy volunteers
University of Eastern Finland · Sites in Finland
Ages 12–16
University of Helsinki · Sites in Finland
Ages 18+ · Healthy volunteers
Susanna Kunvik · Sites in Finland
Ages 65+ · Healthy volunteers
A study can be open while its sites in Finland have not opened yet or have stopped. Only those recruiting at a site in Finland →
Of the 401 Psychological Well-Being studies recruiting now, 218 (54%) set no upper age limit and 157 (39%) stop at 75 or younger; 120 take children under 18; 204 take healthy volunteers.
This study: 14 Years to 16 Years · all sexes · healthy volunteers too.
The full table on the hub →This tab as a report to print or save as PDF → With an account.
15 studies; the count open now beside each. This study's row is marked.
First in 2008; this study’s year is marked. 1 started in 2017.
This study's enrollment of 249 is above the median of 110 across 1,798 interventional studies indexed under Psychological Well-Being.
Median enrollment 153 across the 14 interventional studies, 160 across the 1 observational. Of the 5 that completed or were terminated, 0 (0%) have results posted.
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None of the 15 has an industry lead sponsor. The 9 most frequent:
University of Jyvaskyla is the lead sponsor of 25 studies on the registry; 6 are open to participants now.
University of Jyvaskyla has 3 studies filed under Psychological Well-Being — fewer than ten, so there is no comparison to draw.
5 of the studies in Psychological Well-Being with a site in Finland that are under way reach primary completion within a year, 0 of them phase 3. Phase 3 first, then by date:
| Study | Primary completion |
|---|---|
| NCT07868146University of Eastern FinlandPREWELL Digital Well-being Promotion Intervention With the BitHabit App | 2026-12-31 |
| NCT06438276University of Eastern FinlandPsychiatric Outreach Nurses Supporting Adolescent Mental Health | 2026-12-31 |
| NCT06353035Natural Resources Institute FinlandBiodiversity Interventions for Well-Being | 2027-06-30 |
| NCT06390683Natural Resources Institute FinlandBiodiversity Interventions for Assisted Living Centers | 2027-09-30 |
| NCT07615205Susanna KunvikStrength for Caregiving | 2027-11 |
Add all 5 to your calendar (.ics) → With an account.
Among the 15 studies in Psychological Well-Being with a site in Finland, from their registry updates:
This tab as a report to print or save as PDF → With an account.
The aim of this randomized control trial is to examine effectiveness of individually tailored web- and mobile-based Acceptance- and Commitment Therapy interventions to promote adolescents' well-being and life-control and subsequently support their successful transition from basic education to upper secondary education. Our additional aim is to examine to what extent the effectiveness of the intervention varies according to intervention intensity and according to risk for school failure. The five-week structured intervention is delivered using the novel web-and mobile-based program Youth COMPASS following the principles of the Acceptance and Commitment Therapy (ACT). The Internet context is assumed to be particularly motivating for youth who enjoy spending time online using different social media. Internet-based interventions have several advantages; they can include more information and treatment components than traditionally delivered treatments and that intervention programs are accessible at any time and at any place. Another unique aspect of the Youth COMPASS is the fact that it is individually-tailored. Each participant have an individually assigned online coach who provides support and encouragement, reminds about Youth COMPASS, sends individualized feedback, and recommends different exercises. The study hypothetizes that the Youth COMPASS is more effective than school counseling as usual. More specifically, the Youth COMPASS is expected to be more effective when it is combined with face-to-face support than when support and feedback are provided only via the Internet. Also, the Youth COMPASS with no face-to-face support (online only) is expected to be more effective than receiving only regular school counseling. Finally, the Youth COMPASS is expected to be more effective for students at risk for school failure than for students without risk for school failure, especially when at risk-adolescents receive more intensive support (i.e., both online and face-to-face support).
The aim of this randomized control trial is to examine effectiveness of individually tailored web- and mobile-based Acceptance- and Commitment Therapy interventions to promote adolescents' well-being and life-control and subsequently support their successful transition from basic education to upper secondary education. Our additional aim is to examine to what extent the effectiveness of the intervention varies according to intervention intensity and according to risk for school failure. The five-week structured intervention is delivered using the novel web-and mobile-based program Youth COMPASS following the principles of the Acceptance and Commitment Therapy (ACT). The Internet context is assumed to be particularly motivating for youth who enjoy spending time online using different social media. Internet-based interventions have several advantages; they can include more information and treatment components than traditionally delivered treatments and that intervention programs are accessible at any time and at any place. Another unique aspect of the Youth COMPASS is the fact that it is individually-tailored. Each participant have an individually assigned online coach who provides support and encouragement, reminds about Youth COMPASS, sends individualized feedback, and recommends different exercises. The study hypothetizes that the Youth COMPASS is more effective than school counseling as usual. More specifically, the Youth COMPASS is expected to be more effective when it is combined with face-to-face support than when support and feedback are provided only via the Internet. Also, the Youth COMPASS with no face-to-face support (online only) is expected to be more effective than receiving only regular school counseling. Finally, the Youth COMPASS is expected to be more effective for students at risk for school failure than for students without risk for school failure, especially when at risk-adolescents receive more intensive support (i.e., both online and face-to-face support). The participants of the effectiveness study of the Youth COMPASS are selected from the participants of the broader longitudinal STAIRWAY (TIKAPUU in Finnish) - From Primary School to Secondary School study, which follows a community sample of Finnish adolescents (n\~850) across critical educational transitions. The overall aim of the STAIRWAY project is to broaden our understanding of the individual- and environment-related factors that promote learning, well-being and successful educational transitions.
Inclusion Criteria:
Behavioral: Structured web- and mobile-based intervention with Youth COMPASS program to support adolescents' well-being, career preparation and life-control and subsequently support successful transition to upper secondary education. The Youth COMPASS is the five-week online program according to principles of Acceptance and Commitment Therapy aiming to enhance adolescents' psychological flexibility by guiding adolescents in exploring their values and setting goals and changing behaviors according to their goals (week 1), and learning acceptance defusion and mindfulness skills (weeks 2-3) and integrating these skills into their personal life (weeks 4-5). The participants in this condition receive weekly online support and feedback from their individually assigned coach. In addition, they meet their coach twice in the face-to-face meetings. The aim of the meetings is to increase adolescents' internal motivation and thereby participation in the program.
Behavioral: Experimental: face-to-face and online support group:
Behavioral: web- and mobile-based intervention with Youth COMPASS program to support adolescents' well-being, career preparation and life-control and subsequently support successful transition to upper secondary education. The Youth COMPASS is a five-week online program according to principles of Acceptance and Commitment Therapy aiming to enhance adolescents' psychological flexibility by guiding adolescents in exploring their values and setting goals and changing behaviors according to their goals (week 1), and learning acceptance defusion and mindfulness skills (weeks 2-3) and integrating these skills into their personal life (weeks 4-5). The participants in this condition receive weekly online support and feedback from their individually assigned coach.
Behavioral: Experimental: only online support group:
Behavioral: No intervention, school counseling as usual
Behavioral: Control
5-week intervention according to Acceptance and Commitment Therapy principles with the web-and mobile-based Youth COMPASS program, face-to-face support (2 meetings) and weekly online mobile support and feedback from the individually assigned coach (one third of the participants is randomly assigned to this group)
5-week intervention according to ACT principles with the web-and mobile-based Youth COMPASS program, no face-to-face support, weekly mobile online support and feedback from the individually assigned coach (one third of the participants is randomly assigned to this group)
Control group, no intervention, school counseling as usual. (one third of the participants is randomly assigned to this group)
Life satisfaction (Diener et al., 1985)
Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
Self-esteem (Rosenberg, 1965),
Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
Depressive symptoms (Salokangas et al., 1995)
Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
Stress (Elo et al., 2003)
Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
Difficulties and Strenghts questionnaire (SDQ, Goodman et al. 1997) measuring emotional symptoms, hyperactivity, conduct problems and prosociality
Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
Well-being in school (World Health Organization)
Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
Career choice preparedness (Koivisto et al., 2011)
Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
Educational expectations
Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
Psychological flexibility (Greco et al., 2008)
Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
Mindfulness skills (Ciarrochi et al., 2011)
Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
Identity formation (DIDS; Luyckx et al., 2008; see also Marttinen et al., 2016)
In addition to self-reports, also school register information is collected regarding academic performance, school absences and progress in studies.
Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention
Truancy
Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
School grades
In addition to self-reports, also school register information is collected.
Time frame: Four years from the baseline.
Initiation of upper secondary education
In addition to self-reports, also school register information is collected.
Time frame: Four years from the baseline.
Progress in upper secondary studies
In addition to self-reports, also school register information is collected.
Time frame: Four years from the baseline.
Changes in study field in upper secondary education
In addition to self-reports, also school register information is collected.
Time frame: Four years from the baseline.
Staying in vs. dropping out of education
In addition to self-reports, also school register information is collected.
Time frame: Four years from the baseline.
Graduation time
In addition to self-reports, also school register information is collected.
Time frame: Four years from the baseline.
Achievement strategies (Nurmi et al., 1995)
Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
Academic buoyancy (Martin & Marsh, 2008)
Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
Recovery from school work (see also Winwood et al., 2005)
Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
Child-Parent relationship (Pianta, 1992)
Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
Student-Teacher relationship (Pianta, 2001)
Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
Best Friend-Student (Bukowski et al., 1994) relationship
Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
Temperament (Rothbart & Ellis, 2001)
Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
Substance use (Rimpelä et al., 2003)
Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
Loneliness (World Health Organization)
Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
Health behaviors (World Health Organization)
Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
Dating
Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
Having hobbies
Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
Plan to share: Yes — Other researchers are encouraged to use the data; however, it requires a research plan and the permission of the research team. Also, at least one of the team members, who know the data well, should be a co-author in all the articles that are written from the data. After 10 years of the data collection, those parts of the data that are not too sensitive (e.g., part of the questionnaire data), will be prepared in collaboration with a Finnish Social Science data Archive in a format that is easily accessible for other researchers. However, using data requires a research plan and the permission of the research team. Also, at least one of the team members, who know the data well, should be a co-author in all the articles that are written from the data.
No publications or documents are linked to this record.
Ran from Sep 2017 to primary completion in Dec 2017, 2 months.
Of 1,261 non-industry interventional studies with no phase under Psychological Well-Being, half reached primary completion within 17 months of starting (the median), counting those still running; a quarter within 7 and three quarters within 34. This study's 2 months is below that.
Counting every sponsor, half of 1,304 studies reached it within 16 months; a quarter within 7 and three quarters within 34.
How these figures are worked out, and which studies are left out of them.
This study is completed, as verified in Apr 2020. You cannot join it, but the record below documents what was studied.
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University of Jyvaskyla