Psychological Distress Clinical Trial
Official title:
An Evaluation of an ACT and PBS Group for Parents and Education Staff of Children and Young People With an Intellectual Disability
NCT number | NCT03917329 |
Other study ID # | 251260 |
Secondary ID | |
Status | Completed |
Phase | N/A |
First received | |
Last updated | |
Start date | March 29, 2019 |
Est. completion date | December 16, 2019 |
Verified date | March 2020 |
Source | University of Edinburgh |
Contact | n/a |
Is FDA regulated | No |
Health authority | |
Study type | Interventional |
Parents and education staff who work with children with intellectual disabilities (ID) are
known to be at a higher risk of experiencing psychological distress. This study evaluates
whether a therapeutic group for parents and education staff who work with children with ID is
effective in reducing psychological distress and if so, how it does this and who it works
for. The group will include two components: an Acceptance and Commitment Therapy (ACT)
section and a section about positive behaviour support (PBS). ACT is a psychological therapy,
the aim of which is to help people to live their lives based on what matters to them, whilst
learning new ways of managing difficult thoughts and feelings.
The PBS section aims to help participants to learn how to use positive strategies to reduce
challenging behaviour. Both interventions have been shown to be effective on their own, but
this study will examine if combining the two is helpful. Parents of children with ID and
education staff who work closely with children with ID attending chosen schools or learning
disability child and adolescent mental health services in NHS Lothian will be invited to
participate in the study. The group will take place on three half days. Participants will
complete questionnaires on the first and last day of the group and six weeks after it has
finished. The questionnaires will be about psychological distress, confidence in caring for
children with ID and seeing if the group changed how they cope with thoughts and feelings.
Participants will also be invited to a focus group, which will think about if the
intervention was helpful, and if so how it helped. If the group is effective, the
investigators would hope to research the intervention in more depth with the aim of it being
offered more widely in the future.
Status | Completed |
Enrollment | 37 |
Est. completion date | December 16, 2019 |
Est. primary completion date | December 16, 2019 |
Accepts healthy volunteers | No |
Gender | All |
Age group | 18 Years and older |
Eligibility |
Inclusion Criteria: - Parent or Guardian of a Child aged 5-18 with a diagnosis of an Intellectual Disability/Learning Disability and experience of challenging behaviour. - OR an employee working in a school for children with additional support needs, directly working with children with diagnosed Intellectual/Learning Disabilities. - Must speak English fluently. - Must be able to provide informed consent. Exclusion Criteria: - Temporary staff members (contract remaining of less than six months). - Parents or Education Staff aged less than 18 years old. - Parents or Education staff that have a diagnosis of an ID, such that they would not be able to understand the group materials or questionnaires and complete them independently. - Individuals who are not able to provide informed consent. |
Country | Name | City | State |
---|---|---|---|
United Kingdom | CAMHS-LD, NHS Lothian | Edinburgh | Midlothian |
United Kingdom | Edinburgh City Council | Edinburgh |
Lead Sponsor | Collaborator |
---|---|
University of Edinburgh | NHS Lothian |
United Kingdom,
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.
Cunningham, J. B., & McCrum-Gardner, E. (2007). Power, effect and sample size using GPower: Practical issues for researchers and members of research ethics committees. Evidence Based Midwifery, 5(4), 132-136.
Faul F, Erdfelder E, Lang AG, Buchner A. G*Power 3: a flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behav Res Methods. 2007 May;39(2):175-91. — View Citation
McConachie DA, McKenzie K, Morris PG, Walley RM. Acceptance and mindfulness-based stress management for support staff caring for individuals with intellectual disabilities. Res Dev Disabil. 2014 Jun;35(6):1216-27. doi: 10.1016/j.ridd.2014.03.005. Epub 2014 Mar 28. — View Citation
Type | Measure | Description | Time frame | Safety issue |
---|---|---|---|---|
Other | Workshop Evaluation Measure (WEM) | The WEM is a 9 item outcome measure devised to evaluate the workshop. The WEM has five likert scale items and four free text open question items. The measure is likely to be examined item by item, rather than by items being summed. Higher scores in each item are indicative of higher levels of engagement or satisfaction with the workshop. Each likert scale item has a possible range of scores from 0 to 6. | Post-intervention (at two weeks, day 15, at the end of the third group session). | |
Primary | Depression Anxiety and Stress Scale 21 item (DASS-21) | The DASS-21 is a 21 item outcome measure of psychological distress, and as such can measure change in psychological distress when multiple measurements are taken. The DASS-21 has three subscales of depression (range 0-21), anxiety (range 0-20) and stress (range 0-21), where higher scores are indicative of higher levels of psychological distress. The scores are multiplied by two to be comparable to the longer form of this measure, the DASS-42. | Pre-intervention (day 1, immediately before first group session), Post-intervention (at two weeks, day 15, at the end of the third group session) and at a six-week follow up (before the focus group). | |
Secondary | Copenhagen Burnout Inventory (CBI) | The CBI is a 19 item outcome measure of burnout and as such measures changes in burnout. The CBI has three subscales of personal burnout (range 0-100), work related burnout (range 0-100), and client related burnout (range 0-100). In each subscale, scores 50-74 are indicative of moderate burnout, scores 75-99 are indicative of high levels of burnout, and a score of 100 is indicative of severe levels of burnout. | Pre-intervention (day 1, immediately before first group session), Post-intervention (at two weeks, day 15, at the end of the third group session) and at a six-week follow up (before the focus group). | |
Secondary | Comprehensive Assessment of Acceptance and Commitment Therapy Processes (ComPACT) | ComPACT is a 23 item outcome measure of ACT processes and as such measures changes in ACT processes over time. ComPACT has a range of possible scores between 0 and 138, where higher scores are indicative of higher levels of psychological flexibility. The measure has three subscales - openess to experience (range 0-60), behavioural awareness (range 0-30) and valued action (range 0 to 48). | Pre-intervention (day 1, immediately before first group session), Post-intervention (at two weeks, day 15, at the end of the third group session) and at a six-week follow up (before the focus group). | |
Secondary | Challenging Behaviour Self-Efficacy Scale (CBSES) | CBSES is a 5 item outcome measure of self-efficacy for managing challenging behaviour, and as such measures changes in this self-efficacy over time. The range of scores is 0 to 35, where higher scores are indicative of higher levels of self-efficacy for managing challenging behaviours in children with learning disabilities. | Pre-intervention (day 1, immediately before first group session), Post-intervention (at two weeks, day 15, at the end of the third group session) and at a six-week follow up (before the focus group). |
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