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Clinical Trial Details — Status: Completed

Administrative data

NCT number NCT03274934
Other study ID # 21000039071
Secondary ID
Status Completed
Phase N/A
First received
Last updated
Start date September 21, 2017
Est. completion date December 31, 2019

Study information

Verified date April 2020
Source University of Jyvaskyla
Contact n/a
Is FDA regulated No
Health authority
Study type Interventional

Clinical Trial Summary

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).


Description:

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.


Recruitment information / eligibility

Status Completed
Enrollment 249
Est. completion date December 31, 2019
Est. primary completion date December 15, 2017
Accepts healthy volunteers Accepts Healthy Volunteers
Gender All
Age group 14 Years to 16 Years
Eligibility Inclusion Criteria:

- Adolescents (n = 120) who have risk for school failure (learning difficulties or low grade point average without learning difficulties)

- Randomly chosen adolescents (n=120) from the same classrooms who have no risk for school failure

Study Design


Related Conditions & MeSH terms


Intervention

Behavioral:
Experimental: face-to-face and online support group:
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)
Experimental: only online support 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
Control group, no intervention, school counseling as usual. (one third of the participants is randomly assigned to this group)

Locations

Country Name City State
Finland Department of Psychology, University of Jyväskylä Jyväskylä

Sponsors (2)

Lead Sponsor Collaborator
University of Jyvaskyla the Finnish Cultural Foundation, Central Finland Regional Fund

Country where clinical trial is conducted

Finland, 

Outcome

Type Measure Description Time frame Safety issue
Other Achievement strategies (Nurmi et al., 1995) Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures. Change from baseline at 2, 6, 12 and 18 months after the intervention.
Other Academic buoyancy (Martin & Marsh, 2008) Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures. Change from baseline at 2, 6, 12 and 18 months after the intervention.
Other 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. Change from baseline at 2, 6, 12 and 18 months after the intervention.
Other Child-Parent relationship (Pianta, 1992) Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures. Change from baseline at 2, 6, 12 and 18 months after the intervention.
Other Student-Teacher relationship (Pianta, 2001) Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures. Change from baseline at 2, 6, 12 and 18 months after the intervention.
Other 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. Change from baseline at 2, 6, 12 and 18 months after the intervention.
Other Temperament (Rothbart & Ellis, 2001) Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures. Change from baseline at 2, 6, 12 and 18 months after the intervention.
Other Substance use (Rimpelä et al., 2003) Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures. Change from baseline at 2, 6, 12 and 18 months after the intervention.
Other Loneliness (World Health Organization) Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures. Change from baseline at 2, 6, 12 and 18 months after the intervention.
Other Health behaviors (World Health Organization) Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures. Change from baseline at 2, 6, 12 and 18 months after the intervention.
Other Dating Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures. Change from baseline at 2, 6, 12 and 18 months after the intervention.
Other Having hobbies Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures. Change from baseline at 2, 6, 12 and 18 months after the intervention.
Primary Life satisfaction (Diener et al., 1985) Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures. Change from baseline at 2, 6, 12 and 18 months after the intervention.
Primary Self-esteem (Rosenberg, 1965), Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures. Change from baseline at 2, 6, 12 and 18 months after the intervention.
Primary Depressive symptoms (Salokangas et al., 1995) Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures. Change from baseline at 2, 6, 12 and 18 months after the intervention.
Primary Stress (Elo et al., 2003) Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures. Change from baseline at 2, 6, 12 and 18 months after the intervention.
Primary 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. Change from baseline at 2, 6, 12 and 18 months after the intervention.
Primary Well-being in school (World Health Organization) Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures. Change from baseline at 2, 6, 12 and 18 months after the intervention.
Primary Career choice preparedness (Koivisto et al., 2011) Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures. Change from baseline at 2, 6, 12 and 18 months after the intervention.
Primary Educational expectations Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures. Change from baseline at 2, 6, 12 and 18 months after the intervention.
Secondary Psychological flexibility (Greco et al., 2008) Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures. Change from baseline at 2, 6, 12 and 18 months after the intervention.
Secondary Mindfulness skills (Ciarrochi et al., 2011) Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures. Change from baseline at 2, 6, 12 and 18 months after the intervention.
Secondary 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. Change from baseline at 2, 6, 12 and 18 months after the intervention
Secondary Truancy Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures. Change from baseline at 2, 6, 12 and 18 months after the intervention.
Secondary School grades In addition to self-reports, also school register information is collected. Four years from the baseline.
Secondary Initiation of upper secondary education In addition to self-reports, also school register information is collected. Four years from the baseline.
Secondary Progress in upper secondary studies In addition to self-reports, also school register information is collected. Four years from the baseline.
Secondary Changes in study field in upper secondary education In addition to self-reports, also school register information is collected. Four years from the baseline.
Secondary Staying in vs. dropping out of education In addition to self-reports, also school register information is collected. Four years from the baseline.
Secondary Graduation time In addition to self-reports, also school register information is collected. Four years from the baseline.
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