No registrations found.
ID
Source
Health condition
anxiety, depression, attention bias, interpretation bias, working memory, cognitive control, cognitive bias modification
Sponsors and support
Intervention
Outcome measures
Primary outcome
1. Self-reported anxiety:
Screen for Child Anxiety Related Emotional Disorders (SCARED, Birmaher et al., 1999);
2. Self-reported depression:
Child Depression Inventory (CDI, Kovacs, 1992).
Secondary outcome
1. Rosenberg self-esteem scale (RSES, Rosenberg, 1965);
2. Self-report and parent report on internalizing and externalizing problems:
Strengths and Difficulties Questionnaire - child and parent version (SDQ, Goodman, 1997);
3. Perseverative Thinking Questionnaire (PTQ, Ehring et al., 2011);
4. Prestatie Motivatie Test voor Kinderen (PMT-K, Hermans, 1983) (test anxiety);
5. Alcohol Use Disorders Identification Test (AUDIT, Saunders et al., 1993);
6. Attentional Control Scale (ACS; Derryberry & Reed, 2002);
7. Stressful life events;
8. Emotional response to social stress-task;
9. Emotional response to exam week;
10. Attentional bias, interpretation bias and working memory capacity will be assessed to see whether the training was successful in changing these processes.
Background summary
In this study, we test an online prevention program designed to increase emotional resilience and reduce and prevent anxiety and depression symptoms in adolescents. Participants (600) are recruited on high schools and randomly assigned to one of 5 training conditions (4 active, 1 placebo-control). Training focuses on attention and interpretation biases and cognitive control. Anxiety and depression symptoms and secondary outcome measures are assessed at pre- and post-training and 3, 6 and 12 months follow-up.
Study objective
Anxiety and depression are highly prevalent in adolescents. Therefore, early and low threshold prevention is of great importance.
The aim of the current study is to test whether online training of a positive information processing style and cognitive control is successful in increasing resilience, reducing internalizing symptoms and preventing clinical disorders (anxiety/depression).
Study design
Assessments at pre-training, post-training and 3, 6 and 12 months follow-up.
Intervention
All conditions consist of 8 15-minute sessions of online computer training (twice a week).
1. Attentional bias training: dot-probe task;
2. Attention bias training: visual search task;
3. Interpretation bias training: scenario task;
4. Working memory training: block-tapping task;
5. Placebo-control training: inactive variants of training paradigms.
Developmental Psychology<br>
Weesperplein 4
E.L. Voogd, de
Amsterdam 1018 XA
The Netherlands
+31 (0)20 5256909
E.L.deVoogd@uva.nl
Developmental Psychology<br>
Weesperplein 4
E.L. Voogd, de
Amsterdam 1018 XA
The Netherlands
+31 (0)20 5256909
E.L.deVoogd@uva.nl
Inclusion criteria
1. Scolars in 1st to 6th grade of high school (12-18 years);
2. VMBO, HAVO or VWO;
3. Parental consent.
Exclusion criteria
Eduction level below regular VMBO/special education.
Design
Recruitment
Followed up by the following (possibly more current) registration
No registrations found.
Other (possibly less up-to-date) registrations in this register
No registrations found.
In other registers
| Register | ID |
|---|---|
| NTR-new | NL3784 |
| NTR-old | NTR3950 |
| Other | ZonMw : 200210010 |
| ISRCTN | ISRCTN wordt niet meer aangevraagd. |