An interventional study of Online, Self-Directed Attention Skills Training with Coaching Support and Online, Self-Directed Attention & Reflective Thought Skills Training with Coaching Support in Distress, Emotional, Emotional Dysfunction and Anxiety, sponsored by Teachers College, Columbia University. Recruiting at 1 site in United States. Open to participants aged 18 Years to 65 Years. Per ClinicalTrials.gov, last updated 2024-11-21.
Sponsored by Teachers College, Columbia University · Not applicable, Interventional, and Other
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.
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).
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Exclusion Criteria:
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.
Behavioral: Online, Self-Directed Attention 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.
Behavioral: Online, Self-Directed Attention & Reflective Thought Skills 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.
Behavioral: Online, Self-Directed Health & Wellness Education Training with Coaching Support
The initial set of modules focus on psychoeducation about distress, the impact that cognitions/behaviors/emotions have on recent situations, and self-monitoring of worry/rumination/self-criticism. The next set of modules focus on the development of attention skills that help regulate one's emotional experience (i.e., recognizing emotions when they are happening, identifying the meaning of a given emotion experience, soothing oneself in the context of negative emotional experiences). All modules will be online and self-directed. An internet-based online platform will be used to promote engagement with and increase accessibility to between-session skills practice and treatment-related activities (e.g., self-monitoring, worksheets). Brief, weekly coaching support (from a trained, masters-level student) will be provided to promote engagement and to help clarify concepts.
The initial set of modules focus on psychoeducation about distress, the impact that cognitions/behaviors/emotions have on recent situations, and self-monitoring of worry/rumination/self-criticism. The next set of modules focus on the development of attention and reflective thinking skills that help regulate one's emotional experience (i.e., recognizing emotions when they are happening, identifying the meaning of a given emotion experience, soothing oneself in the context of negative emotional experiences). All modules will be online and self-directed. An internet-based online platform will be used to promote engagement with and increase accessibility to between-session skills practice and treatment-related activities (e.g., self-monitoring, worksheets). Brief, weekly coaching support (from a trained, masters-level student) will be provided to promote engagement and to help clarify concepts.
The initial set of modules focus on psychoeducation about stress, the impact that stress has on one's life, and self-monitoring of stress. The next set of modules focus on sleep, time management, nutrition, and exercise. All modules will be online and self-directed. An internet-based online platform will be used to promote engagement with and increase accessibility to between-session skills practice and treatment-related activities (e.g., self-monitoring, worksheets). Brief, weekly coaching support (from a trained, masters-level student) will be provided to promote engagement and to help clarify concepts.
Changes in Ability to Regulate Emotions: Emotion Regulation Questionnaire (ERQ)
Time frame: Pre-Training, Post-Training (6 weeks after starting the training), and 3-Month Follow-Up
Changes in Ability to Distancing From Emotional Experience: Experiences Questionnaire (EQ)
Time frame: 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)
Time frame: 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)
Time frame: 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)
Time frame: 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)
Time frame: Pre-Training, Post-Training (6 weeks after starting the training), and 3-Month Follow-Up
Change in Behavioral Dysregulation: Behavioral Dysregulation Scale (BDRS)
Time frame: 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)
Time frame: Pre-Training, Post-Training (6 weeks after starting the training), and 3-Month Follow-Up
Changes in Rumination: Rumination-Reflection Questionnaire (RRQ)
Time frame: Pre-Training, Post-Training (6 weeks after starting the training), and 3-Month Follow-Up
Changes in Worry: Penn State Worry Questionnaire (PSWQ)
Time frame: 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)
Time frame: Pre-Training, Post-Training (6 weeks after starting the training), and 3-Month Follow-Up
Changes in Functional Impairment: Sheehan Disability Scale (SDS)
Time frame: 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)
Time frame: Pre-Training, Post-Training (6 weeks after starting the training), and 3-Month Follow-Up
Changes in Valued Living/Action: Valuing Questionnaire (VQ)
Time frame: Pre-Training, Post-Training (6 weeks after starting the training), and 3-Month Follow-Up
Satisfaction and Usability of Treatment: Client Satisfaction Questionnaire (CSQ)
Time frame: Post-Training (6 weeks after starting the training)
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