No registrations found.
ID
Source
Health condition
Anxiety, Depression, Attention bias, Interpretation bias
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. 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. Quality of Life (EQ-5D-Y, Wille et al., 2010);
5. Emotional response to social stress-task;
6. Attentional bias and interpretation bias to see whether the training was successful in changing these processes;
7. Health related costs to assess cost-effectiveness.
8. Evaluation questionnaire/client satisfaction
Background summary
Based on our previous study, NTR3950, we further test an online prevention program designed to increase emotional resilience and reduce and prevent anxiety and depression symptoms in adolescents. Participants (300) are recruited on high schools, selected on heightened anxiety/depressive symptoms and randomly assigned to one of 6 conditions (3 active trainings, 2 placebo training, 1 monitoring). Training focuses on attention and interpretation biases. Anxiety and depression symptoms and secondary outcome measures are assessed at pre- and post-training and 3 and 6 months follow-up.
Study objective
The aim of the current study is to test whether online training of a positive attentional bias or positive interpretation bias is successful in increasing resilience, reducing internalizing symptoms and preventing clinical disorders (anxiety/depression) in a sample of vulnerable adolescents (with heightened anxiety/depressive symptoms).
Study design
Assessments at pre-training, post-training and 3 and 6 months follow-up.
Intervention
There are 5 training conditions, consisting of
8 15-minute sessions of online computer training (twice a week).
1. Visual search attention bias training
2. Visual search placebo training
3. Interpretation bias training word-fragment
4. Interpretation bias training word-picture
5. Interpretation bias placebo training
Furthermore, there is one test-retest/monitoring condition, with no training.
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
4. Heightened symptoms:
SCARED (Screen for Child Anxiety Related Emotional Disorders) >16 and/or CDI (Children's Depression Inventory) > 7
Exclusion criteria
Eduction level below regular VMBO/special education.
Design
Recruitment
IPD sharing statement
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 | NL4596 |
| NTR-old | NTR4850 |
| Other | ZonMw : 200210010 |
Summary results
Experimental Psychiatry, 45, 252-259. doi: 10.1016/j.jbtep.2013.11.006