Distress, Emotional, Internalizing Mental Health Symptoms
Conditions
Brief summary
Research suggests that an individual's perceived ability to withstand distressing or upsetting emotions (i.e., distress tolerance; DT) is a common risk factor across several mental health conditions that commonly emerge during adolescence. This study aims to evaluate the acceptability, feasibility, and initial efficacy of a classroom-based DT skills training program for middle school students. This study will also explore associations between changes in DT and internalizing symptoms (e.g., anxiety, depression).
Detailed description
A variety of deleterious mental health conditions have their peak age of onset in adolescence, including depression and anxiety. Distress tolerance (DT) - defined as the perceived or actual ability to withstand aversive emotional states - has been postulated as a transdiagnostic risk factor across several emotional disorders that typically emerge during adolescence. Importantly, while there is compelling evidence that DT is associated with emotion dysregulation and symptom severity, it is unclear whether modifying DT can reduce future risk for psychopathology in adolescent populations. This proposal aims to evaluate the feasibility, acceptability, and initial efficacy of a classroom-based DT intervention for middle school students. Additionally, this proposal will examine associations between changes in DT and internalizing symptoms. Primary Objective: To evaluate the acceptability, feasibility, and efficacy of a classroom-based DT skills training program for middle school students. Secondary Objectives: To examine whether participation in the DT skills training program is associated with lower severity of internalizing symptoms over the course of the academic year.
Interventions
BEHAVIORALDistress Tolerance Skills Training
These lessons are adapted from DBT Skills in Schools: Skills Training for Emotional Problem Solving for Adolescents (DBT STEPS-A) by Mazza et al. and include elements of mindfulness training, psychoeducation about emotions, and techniques/skills for managing extreme emotions.
Sponsors
Valley Catholic Middle School
Oregon Health and Science University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
11 Years to 14 Years
Healthy volunteers
Yes
Inclusion criteria
* Middle school aged-youth attending Valley Catholic Middle School in grade 6, 7, or 8
Exclusion criteria
* None
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Feasibility | Pre-intervention and immediately post-intervention | Consent rates during enrollment and attrition rates during the study will be used to assess the feasibility of the intervention. |
| Acceptability | Immediately post-intervention | The investigators will use a brief feedback survey at the end of the study to gather information about participants' experiences of the intervention. Responses on this survey will be used to determine the acceptability of the intervention. |
| Distress Tolerance | Pre-intervention, immediately post-intervention, 3-month follow-up, and 6-month follow-up | The investigators will assess change in distress tolerance from pre-intervention to post-intervention. Distress tolerance will be indexed by total scores on the Distress Tolerance Scale (DTS), which is a 15-item self-report measure that assesses the respondent's perceived ability to withstand distressing or upsetting emotional states. Possible total scores can range from 15 to 75. Higher scores indicate higher distress tolerance. This outcome measure will be examined and compared for both the intervention group and the control group. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Internalizing Symptoms | Pre-intervention, immediately post-intervention, 3-month follow-up, and 6-month follow-up | The investigators will assess change in internalizing symptoms from pre-intervention to post-intervention and periodically during follow-up. Internalizing symptoms will be measured using the ASEBA Youth Self-Report (YSR). Possible raw scores on the Internalizing Symptoms Subscale can range from 0 to 62. Raw scores are transformed to standardized T-scores normed by age and gender and can range from 26 to 100. Higher scores indicate greater symptoms. This outcome measure will be examined and compared for both the intervention group and the control group. |
Countries
United States
Outcome results
None listed