Emotion Regulation
Conditions
Brief summary
This activity will aim to test the comparative efficacy of the main game-based emotion-regulation abilities training of the REThink online game: cognitive change, biofeedback and problem-solving in reducing stress reactivity of the children and adolescents
Detailed description
Children included in this study (aged 8-16 years, G\*Power estimated N=98) will be allocated to one of the three experimental conditions (cognitive change, biofeedback and problem-solving game based training based on the REThink online game levels), or no intervention Control condition. All children will be exposed afterwards to psychosocial stress in the form of peer rejection ball toss task. It will be measure both game-based skills outcomes, and EMA stress reactivity outcomes.
Interventions
OTHERREThink Game
REThink is a online therapeutic game developed by David and collaborators (2018), proved to be an efficient intervention to reduce emotional symptoms of children and adolescents.
Sponsors
The Executive Agency for Higher Education, Research, Development and Innovation Funding
Babes-Bolyai University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION
Masking
SINGLE (Subject)
Eligibility
Sex/Gender
ALL
Age
8 Years to 16 Years
Healthy volunteers
Yes
Inclusion criteria
children and adolescents between 8 and 16 years provided written parental consent
Exclusion criteria
Intellectual disability or physical limitations precluded the use of the computer program
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Levels of rational and irrational beliefs | Pre-intervention (one week before the intervention) | The Child and Adolescent Scale of Irrationality (CASI, Bernard & Cronan, 1999) will be used in order to test irrational/rational beliefs as a mechanism of change. Children and adolescents were asked to express their agreement/disagreement with the 28 statements on a 5-point Likert-type scale, from 1 (strong disagreement) to 5 (strong agreement) |
| Changes in rational and irrational beliefs | Post-intervention (one week afterthe intervention) | The Child and Adolescent Scale of Irrationality (CASI, Bernard & Cronan, 1999) will be used in order to test irrational/rational beliefs as a mechanism of change. Children and adolescents were asked to express their agreement/disagreement with the 28 statements on a 5-point Likert-type scale, from 1 (strong disagreement) to 5 (strong agreement) |
| Levels of mindfulness | Pre-intervention (one week before the intervention) | The Mindfulness Awarness Attention Scale - Child version (MAAS-C, Lawlor, Reichl & Zumbo, 2014) is a 15-items questionnaire rated on a 6 points Likert scale from almost never to almost every time where higher scores means higher mindfulness. |
| Changes in levels of mindfulness | Post-intervention (one week afterthe intervention) | The Mindfulness Awarness Attention Scale - Child version (MAAS-C, Lawlor, Reichl & Zumbo, 2014) is a 15-items questionnaire rated on a 6 points Likert scale from almost never to almost every time where higher scores means higher mindfulness. |
| Levels of well-being | Pre-intervention (one week before the intervention) | WHO-5 Well-being Index |
| Changes in levels of well-being | Post-intervention (one week afterthe intervention) | WHO-5 Well-being Index |
| Levels of emotion-regulation | Pre-intervention (one week before the intervention) | The Emotion Regulation Index for Children and Adolescents (ERICA; Biesecker & Easterbrooks, 2001). It is a 13-item on a five-point Likert scale, from 0 strong disagreement to 5strong agreement where higher scores represent better emotional regulation abilities, |
| Changes in levels of emotion-regulation | Post-intervention (one week afterthe intervention) | The Emotion Regulation Index for Children and Adolescents (ERICA; Biesecker & Easterbrooks, 2001). It is a 13-item on a five-point Likert scale, from 0 strong disagreement to 5strong agreement where higher scores represent better emotional regulation abilities, |
| Level of distress | Pre-intervention (one week before the intervention) | Measured with Profile of Emotional Distress |
| Changes in level of distress | Post-intervention (one week afterthe intervention) | Measured with Profile of Emotional Distress |
| Children Emotional Abilities | Pre-intervention (one week before the intervention) | The Cognitive Emotion Regulation Questionnaire - Short (Garnefski & Kraaij, 2006) is an 18-item self-report scale that measures a total of nine different cognitive coping strategies, each addressed by two items. |
| Changes in children Emotional Abilities | Post-intervention (one week afterthe intervention) | The Cognitive Emotion Regulation Questionnaire - Short (Garnefski & Kraaij, 2006) is an 18-item self-report scale that measures a total of nine different cognitive coping strategies, each addressed by two items. |
Countries
Romania
Outcome results
None listed