Affect, Emotional Regulation
Conditions
Brief summary
The major aim of this pilot study is to evaluate a brief coping skills intervention for college students, based on an evidence-based treatment and delivered remotely via 14 short daily videos. Participants will be 150 Rutgers undergraduates who are enrolled in Fall 2020. Participants in the experimental group (n=100) will receive 4 daily smartphone surveys assessing stress, affect, and other related factors for two weeks before, during, and after the 2-week coping skills intervention. Participants in the control group (n=50) will receive assessments over the same time period with no skills intervention. Both groups will be assessed weekly throughout the Fall semester to monitor the transition to the new semester and longer-term impact of the intervention. The control condition participants will have access to the skills videos at the end of the study.
Interventions
BEHAVIORALDialectical Behavioral Therapy (DBT) Skills
14 brief videos that teach DBT skills.
Sponsors
Rutgers, The State University of New Jersey
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* Age 18 years or older * Matriculated at Rutgers during Fall of 2020 (on campus and/or remote) * Currently residing in the United States * Willingness to follow study requirements, as evidenced by an ability to provide written informed consent and read, understand, and complete the study procedures * iOS and Android smartphone compatible with MetricWire
Exclusion criteria
* Non-English speaking * Unable to understand or provide informed consent
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Distress | Six week daily monitoring period | Distress, as assessed via smartphone Ecological Momentary Assessment (EMA), 0 through 10 scale, 10 equals more distress. |
| Emotion regulation | Six week daily monitoring period | Assessed with the Difficulties in Emotion Regulation Scale (DERS); scores range from 36-180, higher scores equal more distress |
| Distress (within-person change) | Six week daily monitoring period | Assessed via EMA in the experimental group, 0 through 10 scale, 10 equals more distress. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Maintenance of improvement in emotion regulation | Six week post-daily monitoring period | Assessed with the Difficulties in Emotion Regulation Scale (DERS), scores range from 36-180, higher scores equal more distress |
Countries
United States
Outcome results
None listed