Adolescents Clinical Trial
— AcAdeMiCOfficial title:
AcAdeMiC: Acting With Acceptance, Mindfulness and Compassion to Overcome Test/Exam Anxiety - An ICT-based Psychotherapeutic Intervention for Adolescents
Verified date | December 2022 |
Source | University of Coimbra |
Contact | n/a |
Is FDA regulated | No |
Health authority | |
Study type | Interventional |
Test Anxiety is a highly prevalent and impairing condition in adolescents (i.e., 9th to 12th grade students), significantly impacting on their mental health and well-being. Among Portuguese university students, test anxiety is the primary reason for seeking specialized psychological support, suggesting the importance of early intervention. Test anxiety associates to low self-compassion, acceptance and mindfulness, which have been increasingly acknowledged in literature as important processes to cultivate towards human experience and suffering, within intervention programs, particularly in adolescence, and in anxiety and fear of failure in academic settings. These processes are covered and enhanced within comprehensive models and evidence-based therapies that adopt an integrative, contextual and biopsychosocial approach, such as Acceptance and Commitment Therapy (ACT), and Mindfulness-Based Cognitive Therapy (MBCT), as well as an evolutionary approach, such as Compassion Focused Therapy (CFT). These approaches focus on receiving internal events (e.g., thoughts, emotions, memories) in an accepting and compassionate way, as part of human experience, without changing them, while developing a sense of vitality, well-being and commitment to valued ends in life, instead of focusing solely or mainly on symptom reduction (although it is usually a consequent outcome). However, there are no empirically validated therapeutic programs for adolescents with test anxiety promoting these processes combined. ICT-based interventions are accessible, convenient, cost-effective and have been proved effective in reducing anxiety disorders' symptomatology. Even though there are some empirically validated online interventions for test anxiety in adolescents, having shown promising results, these were mainly self-help/module-based programs, without a clinician facilitating the intervention. This project aims to develop and implement a 12-week ICT-based targeted, facilitated and manualized individual intervention for adolescent students, developing compassion, acceptance and mindfulness, in order to help improve test anxiety's regulation (and consequently symptom reduction), as well as increase general and school-related well-being, while promoting valued life action.
Status | Completed |
Enrollment | 64 |
Est. completion date | July 31, 2022 |
Est. primary completion date | July 31, 2022 |
Accepts healthy volunteers | No |
Gender | All |
Age group | 13 Years to 18 Years |
Eligibility | Inclusion Criteria: - provision of written informed consent by participants and their legal guardians; - presence of high levels of test anxiety, confirmed through self-report assessment and clinical interview; - educational level from 9th to 12th grade; - absence of Neurodevelopmental Disorders, except Specific Learning Disorders of mild severity; - absence of any degree of cognitive decline or impairment; - absence of any severe Depressive Disorder; - absence of any other severe psychiatric condition (e.g., Obsessive-Compulsive Disorder, Bipolar Disorder, Psychotic Disorders); - not being under treatment for a psychiatric condition. Exclusion Criteria: - no provision of written informed consent by participants and their legal guardians; - absence of high levels of test anxiety, confirmed through self-report assessment; - educational level below 9th and above 12th grade; - presence of Neurodevelopmental Disorders, except Specific Learning Disorders of mild severity; - presence of any degree of cognitive decline or impairment; - presence of any severe Depressive Disorder; - presence of any other severe psychiatric condition (e.g., Obsessive-Compulsive Disorder, Bipolar Disorder, Psychotic Disorders); - being under treatment for a psychiatric condition. |
Country | Name | City | State |
---|---|---|---|
Portugal | University of Coimbra | Coimbra |
Lead Sponsor | Collaborator |
---|---|
University of Coimbra | CINEICC - Center for Research in Neuropsychology and Cognitive Behavioral Intervention, Fundação para a Ciência e a Tecnologia |
Portugal,
Type | Measure | Description | Time frame | Safety issue |
---|---|---|---|---|
Other | Depression, anxiety and stress | Depression Anxiety and Stress Scales (DASS-21). Participants rate the items on a Likert scale from 0 to 3. Lower scores indicate a better outcome | 6 months [From Baseline to 6 months follow-up] | |
Other | Self-criticism | Forms of Self-Criticizing/attacking and self-Reassuring Scale (FSCRS-A). Participants rate the items on a Likert scale from 0 to 4. Lower scores indicate a better outcome | 6 months [From Baseline to 6 months follow-up] | |
Other | Shame | External and Internal Shame Scale for adolescents (EISS-A). Participants rate the items on a Likert scale from 0 to 4. Lower scores indicate a better outcome | 6 months [From Baseline to 6 months follow-up] | |
Primary | Test Anxiety | Reactions to Tests for Adolescents (RT-A). Participants rate the items on a Likert scale from 1 to 4. Lower scores indicate a better outcome | 6 months [From Baseline to 6 months follow-up] | |
Secondary | General well-being | Mental Health Continuum - Short Form - for Youth (MHC-SF). Participants rate the items on a Likert scale from 0 to 5. Higher scores indicate a better outcome | 6 months [From Baseline to 6 months follow-up] | |
Secondary | School-related well-being | School-related Well-Being Scale (SWBS). Participants rate the items on a Likert scale from 1 to 5. Higher scores indicate a better outcome | 6 months [From Baseline to 6 months follow-up] | |
Secondary | Psychological flexibility in test situations | Test Anxiety Acceptance and Action Questionnaire for Adolescents (TA-AAQ-A). Participants rate the items on a Likert scale from 1 to 7. Higher scores indicate a better outcome | 6 months [From Baseline to 6 months follow-up] | |
Secondary | General psychological flexibility | Avoidance and Fusion Questionnaire for Youth (AFQ-Y). Participants rate the items on a Likert scale from 0 to 4. Lower scores indicate a better outcome | 6 months [From Baseline to 6 months follow-up] | |
Secondary | Mindfulness | Child and Adolescent Mindfulness Measure (CAMM). Participants rate the items on a Likert scale from 0 to 4. Higher scores indicate a better outcome | 6 months [From Baseline to 6 months follow-up] | |
Secondary | Self-compassion | Self-Compassion Scale (SCS-A). Participants rate the items on a Likert scale from 1 to 5. Higher scores indicate a better outcome | 6 months [From Baseline to 6 months follow-up] |
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