Brief Interventions for Coping with Distress

November 18, 2024 updated by: Douglas Mennin, Teachers College, Columbia University

A Randomized Controlled Trial of Brief Interventions for Coping with Distress

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.

Study Overview

Status

Recruiting

Conditions

Intervention / Treatment

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).

Study Type

Interventional

Enrollment (Estimated)

180

Phase

  • Not Applicable

Contacts and Locations

This section provides the contact details for those conducting the study, and information on where this study is being conducted.

Study Contact

Study Locations

  • United States
    • New York
      • New York, New York, United States, 10027
        • Recruiting
        • Teachers College, Columbia University
        • Contact:
        • Contact:
          • Douglas S Mennin, PhD

Participation Criteria

Researchers look for people who fit a certain description, called eligibility criteria. Some examples of these criteria are a person's general health condition or prior treatments.

Eligibility Criteria

Ages Eligible for Study

18 years to 65 years (Adult, Older Adult)

Accepts Healthy Volunteers

No

Description

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 Plan

This section provides details of the study plan, including how the study is designed and what the study is measuring.

How is the study designed?

Design Details

  • Primary Purpose: Other
  • Allocation: Randomized
  • Interventional Model: Parallel Assignment
  • Masking: Single

Arms and Interventions

Participant Group / Arm
Intervention / Treatment
Experimental: Attention Skills Training
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
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.
Experimental: Attention and Reflective Thought Skills Training
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
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.
Experimental: Health and Wellness Education Training
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 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.

What is the study measuring?

Primary Outcome Measures

Outcome Measure
Time Frame
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
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
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
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
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
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
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
Pre-Training, Post-Training (6 weeks after starting the training), and 3-Month Follow-Up

Secondary Outcome Measures

Outcome Measure
Time Frame
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
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
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
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
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
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
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
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)
Post-Training (6 weeks after starting the training)

Collaborators and Investigators

This is where you will find people and organizations involved with this study.

Sponsor

Teachers College, Columbia University

Investigators

  • Principal Investigator: Douglas S Mennin, PhD, Teachers College, Columbia University

Study record dates

These dates track the progress of study record and summary results submissions to ClinicalTrials.gov. Study records and reported results are reviewed by the National Library of Medicine (NLM) to make sure they meet specific quality control standards before being posted on the public website.

Study Major Dates

Study Start (Actual)

May 12, 2023

Primary Completion (Estimated)

December 1, 2025

Study Completion (Estimated)

December 1, 2025

Study Registration Dates

First Submitted

March 9, 2023

First Submitted That Met QC Criteria

March 9, 2023

First Posted (Actual)

March 22, 2023

Study Record Updates

Last Update Posted (Estimated)

November 21, 2024

Last Update Submitted That Met QC Criteria

November 18, 2024

Last Verified

November 1, 2024

More Information

Terms related to this study

Keywords

Additional Relevant MeSH Terms

Other Study ID Numbers

  • 22-326

Drug and device information, study documents

Studies a U.S. FDA-regulated drug product

No

Studies a U.S. FDA-regulated device product

No

product manufactured in and exported from the U.S.

No

This information was retrieved directly from the website clinicaltrials.gov without any changes. If you have any requests to change, remove or update your study details, please contact register@clinicaltrials.gov. As soon as a change is implemented on clinicaltrials.gov, this will be updated automatically on our website as well.

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