Outcome
Type |
Measure |
Description |
Time frame |
Safety issue |
Primary |
Young Adult Behavioral Scale (YABS) |
Min. Value: 1 (never), Max. Value: 5 (always), higher scores indicate a higher likelihood in the domains of relational aggression, social aggression and interpersonal maturity. |
Immediately before the 1st intervention session |
|
Primary |
Young Adult Behavioral Scale (YABS) |
Min. Value: 1 (never), Max. Value: 5 (always), higher scores indicate a higher likelihood in the domains of relational aggression, social aggression and interpersonal maturity. |
Immediately after the 3rd intervention session |
|
Primary |
Young Adult Behavioral Scale (YABS) |
Min. Value: 1 (never), Max. Value: 5 (always), higher scores indicate a higher likelihood in the domains of relational aggression, social aggression and interpersonal maturity. |
Immediately after the 5th intervention session |
|
Primary |
Reactive-Proactive Aggression Questionnaire (RPQ) |
Min. Value: 0 (never), Max. Value: 2 (often), higher scores indicate higher general aggression levels |
Immediately before the 1st intervention session |
|
Primary |
Reactive-Proactive Aggression Questionnaire (RPQ) |
Min. Value: 0 (never), Max. Value: 2 (often), higher scores indicate higher general aggression levels |
Immediately after the 3rd intervention session |
|
Primary |
Reactive-Proactive Aggression Questionnaire (RPQ) |
Min. Value: 0 (never), Max. Value: 2 (often), higher scores indicate higher general aggression levels |
Immediately after the 5th intervention session |
|
Primary |
Depression Anxiety Stress Scale - 21 items (DASS-21) |
Min. Value: 0 (did not apply to me at all), Max. Value: 3 (applied to me very much, or most of the time), higher scores indicate poorer emotional well-being |
Immediately before the 1st intervention session |
|
Primary |
Depression Anxiety Stress Scale - 21 items (DASS-21) |
Min. Value: 0 (did not apply to me at all), Max. Value: 3 (applied to me very much, or most of the time), higher scores indicate poorer emotional well-being |
Immediately after the 3rd intervention session |
|
Primary |
Depression Anxiety Stress Scale - 21 items (DASS-21) |
Min. Value: 0 (did not apply to me at all), Max. Value: 3 (applied to me very much, or most of the time), higher scores indicate poorer emotional well-being |
Immediately after the 5th intervention session |
|
Primary |
Motivated strategies for Learning Questionnaire (MSLQ) |
Min. Value: 1 (not at all true of me), Max. Value: 7 (very true of me), higher scores indicate greater motivations to learn using the different strategies |
Immediately before the 1st intervention session |
|
Primary |
Motivated strategies for Learning Questionnaire (MSLQ) |
Min. Value: 1 (not at all true of me), Max. Value: 7 (very true of me), higher scores indicate greater motivations to learn using the different strategies |
Immediately after the 3rd intervention session |
|
Primary |
Motivated strategies for Learning Questionnaire (MSLQ) |
Min. Value: 1 (not at all true of me), Max. Value: 7 (very true of me), higher scores indicate greater motivations to learn using the different strategies |
Immediately after the 5th intervention session |
|
Primary |
Emotion Regulation Questionnaire (ERQ) |
Min. Value: 1 (strongly disagree), Max. Value: 7 (strongly agree), higher scores indicate greater likelihood of using the two types of emotion regulation strategies |
Immediately before the 1st intervention session |
|
Primary |
Emotion Regulation Questionnaire (ERQ) |
Min. Value: 1 (strongly disagree), Max. Value: 7 (strongly agree), higher scores indicate greater likelihood of using the two types of emotion regulation strategies |
Immediately after the 3rd intervention session |
|
Primary |
Emotion Regulation Questionnaire (ERQ) |
Min. Value: 1 (strongly disagree), Max. Value: 7 (strongly agree), higher scores indicate greater likelihood of using the two types of emotion regulation strategies |
Immediately after the 5th intervention session |
|
Primary |
Difficulties in Emotion Regulation Scale - Short Form (DERS-SF) |
Min. Value: 1 (almost never), Max. Value: 5 (almost always), higher scores indicate greater difficulties with emotion regulation |
Immediately before the 1st intervention session |
|
Primary |
Difficulties in Emotion Regulation Scale - Short Form (DERS-SF) |
Min. Value: 1 (almost never), Max. Value: 5 (almost always), higher scores indicate greater difficulties with emotion regulation |
Immediately after the 3rd intervention session |
|
Primary |
Difficulties in Emotion Regulation Scale - Short Form (DERS-SF) |
Min. Value: 1 (almost never), Max. Value: 5 (almost always), higher scores indicate greater difficulties with emotion regulation |
Immediately after the 5th intervention session |
|
Secondary |
Self-Report Psychotherapy - Short Form (SRP-SF) |
Min. Value: 1 (strongly disagree), Max. Value: 5 (strongly agree), higher scores indicate higher levels of psychopathy |
Immediately before the 1st intervention session |
|
Secondary |
Self-Report Psychotherapy - Short Form (SRP-SF) |
Min. Value: 1 (strongly disagree), Max. Value: 5 (strongly agree), higher scores indicate higher levels of psychopathy |
Immediately after the 3rd intervention session |
|
Secondary |
Self-Report Psychotherapy - Short Form (SRP-SF) |
Min. Value: 1 (strongly disagree), Max. Value: 5 (strongly agree), higher scores indicate higher levels of psychopathy |
Immediately after the 5th intervention session |
|
Secondary |
Cognitive, Affective and Somatic Empathy Scales (CASES) |
Min. Value: 0 (rarely), Max. Value: 2 (often), higher scores indicate higher levels of empathy |
Immediately before the 1st intervention session |
|
Secondary |
Cognitive, Affective and Somatic Empathy Scales (CASES) |
Min. Value: 0 (rarely), Max. Value: 2 (often), higher scores indicate higher levels of empathy |
Immediately after the 3rd intervention session |
|
Secondary |
Cognitive, Affective and Somatic Empathy Scales (CASES) |
Min. Value: 0 (rarely), Max. Value: 2 (often), higher scores indicate higher levels of empathy |
Immediately after the 5th intervention session |
|
Secondary |
Trail Making Task - Part B (TMT - Part B) |
Unit of measure: Reaction Time (s), higher scores indicate higher levels of executive functioning, more specific to attention span and attentional task switching abilities |
Immediately before the 1st intervention session |
|
Secondary |
Trail Making Task - Part B (TMT - Part B) |
Unit of measure: Reaction Time (s), higher scores indicate higher levels of executive functioning, more specific to attention span and attentional task switching abilities |
Immediately after the 3rd intervention session |
|
Secondary |
Trail Making Task - Part B (TMT - Part B) |
Unit of measure: Reaction Time (s), higher scores indicate higher levels of executive functioning, more specific to attention span and attentional task switching abilities |
Immediately after the 5th intervention session |
|