- ICH GCP
- US Clinical Trials Registry
- Clinical Trial NCT06436521
The Efficacy of Online Brief Positive Cognitive Behavior Therapy Compared to Traditional Cognitive Behavior Therapy
May 30, 2024 updated by: Comsa Loana, Babes-Bolyai University
The Efficacy of Online Brief Positive Cognitive Behavior Therapy Compared to Traditional Cognitive Behavior Therapy on Improving Well-Being and Goal Attainment in Young Adults
Positive Cognitive Behavioral Therapy (P-CBT) has emerged as the fourth Cognitive Behavioral Therapy waive, based on critiques brought to Cognitive Behavioral Therapy for being grounded in the deficit-based medical model.
The study aim to identify which of the two Cognitive Behavioral Therapy approaches, Positive or Traditional, is more effective in a brief format in terms of improving emotional state, attaining goals, and changing attitudes in young adults.
Study Overview
Status
Completed
Intervention / Treatment
Detailed Description
This study is a randomized controlled trial that aims to explore the effectiveness of two Cognitive Behavioral approaches: Positive and Traditional, in terms of improving emotional state, attaining goals, and changing attitudes in young adults.
Thirty-eight participants divided into two groups, received four therapy sessions for four weeks.
The outcomes were measured four times: pre-, mid- (after two sessions), post-intervention (after four sessions), and at two-month follow-up.
Study Type
Interventional
Enrollment (Actual)
38
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 Locations
-
-
Cluj
-
Cluj-Napoca, Cluj, Romania, 40015
- Departement of Clinical Psychology and and Psychotherapy, Babes-Bolyai University
-
-
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
- Adult
Accepts Healthy Volunteers
Yes
Description
Inclusion Criteria:
Students in the master's program in psychology
Exclusion Criteria:
-
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: Prevention
- Allocation: Randomized
- Interventional Model: Parallel Assignment
- Masking: None (Open Label)
Arms and Interventions
Participant Group / Arm |
Intervention / Treatment |
|---|---|
|
Experimental: Positive CBT (P-CBT)
Participants received P-CBT intervention after a standard protocol.
The intervention used Solution-focused questioning.
|
Positive CBT integrates brief Solution-Focused Brief Therapy with Positive Psychology techniques, within a cognitive-behavioral framework.
It is considered a competency and strengths-based model.
|
|
Experimental: Traditional CBT (T-CBT)
Participants received T-CBT intervention after a standard protocol.
The intervention used Problem-solving questioning.
|
Traditional cognitive behavioral therapy is a form of psychological treatment that emphasizes that psychological problems are based on faulty or unhelpful ways of thinking and the focus is to change thinking patterns.
|
What is the study measuring?
Primary Outcome Measures
Outcome Measure |
Measure Description |
Time Frame |
|---|---|---|
|
Distress
Time Frame: Baseline, pre-intervention; in the middle of intervention, after 2 sessions (2 weeks); immediately after the intervention (4 weeks); 2 month.
|
The level of negative emotions, measured with Profile of Affective Distress plus.
The items are ranked with a 5-point Likert scale.
Higher scores mean a worse outcome.
|
Baseline, pre-intervention; in the middle of intervention, after 2 sessions (2 weeks); immediately after the intervention (4 weeks); 2 month.
|
|
Positive Emotions
Time Frame: Baseline, pre-intervention; in the middle of intervention, after 2 sessions (2 weeks); immediately after the intervention (4 weeks); 2 month.
|
The level of positive emotions, measured with Profile of Affective Distress plus; The items are ranked with a 5-point Likert scale.Higher scores mean a better outcome.
|
Baseline, pre-intervention; in the middle of intervention, after 2 sessions (2 weeks); immediately after the intervention (4 weeks); 2 month.
|
|
Performance
Time Frame: Baseline, pre-intervention; in the middle of intervention, after 2 sessions (2 weeks); immediately after the intervention (4 weeks); 2 months.
|
Performance was measured using a Visual Analogue Scale -type item.
The outcome had a one-item ranging from 1 to 10. Participants had to assess the statement: - How close are you to solving the problem/attaining your goal?
Higher scores mean a better outcome.
|
Baseline, pre-intervention; in the middle of intervention, after 2 sessions (2 weeks); immediately after the intervention (4 weeks); 2 months.
|
|
Attitude towards problems
Time Frame: Baseline, pre-intervention; in the middle of intervention, after 2 sessions (2 weeks); immediately after the intervention (4 weeks); 2 months.
|
Measured with Solution Focused Inventory; The items are ranked with a 6-point Likert scale.
Higher scores mean a better outcome.
|
Baseline, pre-intervention; in the middle of intervention, after 2 sessions (2 weeks); immediately after the intervention (4 weeks); 2 months.
|
|
Attitude towards goals
Time Frame: Baseline, pre-intervention; in the middle of intervention, after 2 sessions (2 weeks); immediately after the intervention (4 weeks); 2 months.
|
Measured with Solution Focused Inventory; The items are ranked with a 6-point Likert scale.
Higher scores mean a better outcome.
|
Baseline, pre-intervention; in the middle of intervention, after 2 sessions (2 weeks); immediately after the intervention (4 weeks); 2 months.
|
|
Attitude towards resources
Time Frame: Baseline, pre-intervention; in the middle of intervention, after 2 sessions (2 weeks); immediately after the intervention (4 weeks); 2 months.
|
Measured with Solution Focused Inventory; The items are ranked with a 6-point Likert scale.
Higher scores mean a better outcome.
|
Baseline, pre-intervention; in the middle of intervention, after 2 sessions (2 weeks); immediately after the intervention (4 weeks); 2 months.
|
Collaborators and Investigators
This is where you will find people and organizations involved with this study.
Sponsor
Investigators
- Principal Investigator: Loana T Comsa, Ph.D., Babes-Bolyai University Cluj-Napoca
Publications and helpful links
The person responsible for entering information about the study voluntarily provides these publications. These may be about anything related to the study.
General Publications
- Hofmann SG, Asnaani A, Vonk IJ, Sawyer AT, Fang A. The Efficacy of Cognitive Behavioral Therapy: A Review of Meta-analyses. Cognit Ther Res. 2012 Oct 1;36(5):427-440. doi: 10.1007/s10608-012-9476-1. Epub 2012 Jul 31.
- de Boer AG, van Lanschot JJ, Stalmeier PF, van Sandick JW, Hulscher JB, de Haes JC, Sprangers MA. Is a single-item visual analogue scale as valid, reliable and responsive as multi-item scales in measuring quality of life? Qual Life Res. 2004 Mar;13(2):311-20. doi: 10.1023/B:QURE.0000018499.64574.1f.
- Bannink, F. (2012). Practicing positive CBT: From reducing distress to building success. John Wiley & Sons https://doi.org/10.1002/9781118328941
- Bannink, F., & Geschwind, N. (2021). , Positive CBT: Individual and Group Treatment Protocols for Positive Cognitive Behavioral Therapy. In Positive CBT: Individual and Group Treatment Protocols for Positive Cognitive Behavioral Therapy. https://doi.org/10.1027/00578-000
- Bhattacharya S, Goicoechea C, Heshmati S, Carpenter JK, Hofmann SG. Efficacy of Cognitive Behavioral Therapy for Anxiety-Related Disorders: A Meta-Analysis of Recent Literature. Curr Psychiatry Rep. 2023 Jan;25(1):19-30. doi: 10.1007/s11920-022-01402-8. Epub 2022 Dec 19.
- Braunstein, K., & Grant, A. M. (2016). Approaching solutions or avoiding problems? The differential effects of approach and avoidance goals with solution-focused and problem-focused coaching questions. Coaching, 9(2). https://doi.org/10.1080/17521882.2016.1186705
- Cohen, J. (1988a). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
- Cuijpers P, Miguel C, Harrer M, Plessen CY, Ciharova M, Ebert D, Karyotaki E. Cognitive behavior therapy vs. control conditions, other psychotherapies, pharmacotherapies and combined treatment for depression: a comprehensive meta-analysis including 409 trials with 52,702 patients. World Psychiatry. 2023 Feb;22(1):105-115. doi: 10.1002/wps.21069.
- De Shazer, S., & Berg, I. K. (1997). "What works?" Remarks on research aspects of Solution-Focused Brief Therapy. Journal of Family Therapy, 19(2). https://doi.org/10.1111/1467-6427.00043
- De Shazer S, Berg IK, Lipchik E, Nunnally E, Molnar A, Gingerich W, Weiner-Davis M. Brief therapy: focused solution development. Fam Process. 1986 Jun;25(2):207-21. doi: 10.1111/j.1545-5300.1986.00207.x.
- Erbe D, Eichert HC, Riper H, Ebert DD. Blending Face-to-Face and Internet-Based Interventions for the Treatment of Mental Disorders in Adults: Systematic Review. J Med Internet Res. 2017 Sep 15;19(9):e306. doi: 10.2196/jmir.6588.
- Geschwind N, Arntz A, Bannink F, Peeters F. Positive cognitive behavior therapy in the treatment of depression: A randomized order within-subject comparison with traditional cognitive behavior therapy. Behav Res Ther. 2019 May;116:119-130. doi: 10.1016/j.brat.2019.03.005. Epub 2019 Mar 9.
- Grant, A. M. (2012). Making Positive Change: A Randomized Study Comparing Solution-Focused vs. Problem-Focused Coaching Questions. Journal of Systemic Therapies, 31(2). https://doi.org/10.1521/jsyt.2012.31.2.21
- Grant, A. M., & O'Connor, S. A. (2010). The differential effects of solution-focused and problem-focused coaching questions: A pilot study with implications for practice. Industrial and Commercial Training, 42(2). https://doi.org/10.1108/00197851011026090
- Padesky CA, Mooney KA. Strengths-based cognitive-behavioural therapy: a four-step model to build resilience. Clin Psychol Psychother. 2012 Jul-Aug;19(4):283-90. doi: 10.1002/cpp.1795. Epub 2012 Jun 1.
- Seligman, M. E. (2002). Positive psychology, positive prevention, and positive therapy. Handbook of positive psychology, 2(2002), 3-12.
- Seligman, M. E. (2002). Authentic happiness: Using the new positive psychology to realize your potential for lasting fulfillment. Simon and Schuster.
- Tomoiagă, C., & David, O. (2023). Is cognitive-behavioral coaching an empirically supported approach to coaching? a meta-analysis to investigate its outcomes and moderators. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 41(2), 489-510. https://doi.org/10.1007/s10942-023-00498-y
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)
October 1, 2014
Primary Completion (Actual)
March 1, 2015
Study Completion (Actual)
March 1, 2015
Study Registration Dates
First Submitted
March 22, 2024
First Submitted That Met QC Criteria
May 30, 2024
First Posted (Actual)
May 31, 2024
Study Record Updates
Last Update Posted (Actual)
May 31, 2024
Last Update Submitted That Met QC Criteria
May 30, 2024
Last Verified
March 1, 2024
More Information
Terms related to this study
Other Study ID Numbers
- MDStudy
Plan for Individual participant data (IPD)
Plan to Share Individual Participant Data (IPD)?
NO
Drug and device information, study documents
Studies a U.S. FDA-regulated drug product
No
Studies a U.S. FDA-regulated device product
No
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