Emotion Regulation (ER) Mental and Behavioural Disorders Emotion Regulation (ER)
Conditions
Interventions
When schools agree to participate, they are randomly assigned to the controle or the intervention condition. In this way, randomisation is clustered since the participating classes of one and the same
Sponsors
Ghent University
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: 1. Aged 10 - 14 years 2. In the first year of secondary school 3. In a participating class
Exclusion criteria
Exclusion criteria: Not meeting inclusion criteria.
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| 1. Adolescent mental health is assessed using the Youth Self Report (YSR), Positive and Negative Affect Schedule for Children (PANAS-C), Children’s Depression Inventory (CDI), Compententie Belevingsschaal voor Adolescenten (CBSA), and KIDSCREEN-10 HRQoL for Children and Adolescents (KIDSCREEN-10) at baseline, 8 weeks and 6 months 2. Emotion regulation is assessed using the FEEL-KJ questionnaire, the emotion regulation skills questionnaire (ERSQ) and he subscale 'Emotional Awareness' of the Difficulties in Emotion Regulation Scale (DERS) at baseline, 8 weeks and 6 months. The positive and negative affect (PANAS-C), depression (CDI), emotion regulation skills (ERSQ) and Global Self Worth (CBSA) are assessed immediatly after the two days training (in the last hour of the training). | — |
Secondary
| Measure | Time frame |
|---|---|
| 1. Mental health knowledge and stigma is measured using qualitative questions at baseline, 8 weeks and 6 months 2. School absenteeism and academic achievement are measured by the school through the whole school year as usual and will be delivered to the investigator after the last questionnaires | — |
Countries
Belgium
Contacts
Public ContactBrenda Volkaert
Outcome results
None listed