The effectiveness of school-based skills-training programs promoting mental health in adolescents.

Status

Recruiting

Phases

Unknown

Study type

Interventional

Source

NL-OMON

Registry ID

NL-OMON29236

Enrollment

260

Registered

2018-12-12

Start date

2018-12-01

Completion date

Unknown

Last updated

2024-02-28

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Performance Anxiety

Interventions

A randomized controlled trial (RCT) will be conducted for both school-based skills-training programs targeting: 1) performance anxiety and 2) social and emotion regulation skills. Both skills-training

Eligibility

Inclusion criteria

Inclusion criteria: Students in the first, second and third year of secondary school (all educational levels).

Exclusion criteria

Exclusion criteria: No exclusion criteria.

Design outcomes

Primary

Measure	Time frame
The main goal of this study is to examine the effectiveness of school-based skills-training programs targeting skills to deal with performance anxiety and social skills. Program targets: -Skills to deal with performance anxiety (coping skills) -Social skills Direct program outcomes: -Performance anxiety -Social anxiety	—

Secondary

Measure	Time frame
Mental health outcomes: - Psychological and physiological stress - Internalizing and externalizing behavior - Well-being - Self-esteem Moderators: - Student and parent characteristics (age, gender, ethnicity, education level, social support, and perfectionism, stressful life events, perceived parental pressure, treatment alliance and positive parenting behavior). - Trainer characteristics (gender, ethnicity, education level, level of experience and expertise). - Program integrity.	—

Measure

Time frame

Mental health outcomes: - Psychological and physiological stress - Internalizing and externalizing behavior - Well-being - Self-esteem Moderators: - Student and parent characteristics (age, gender, ethnicity, education level, social support, and perfectionism, stressful life events, perceived parental pressure, treatment alliance and positive parenting behavior). - Trainer characteristics (gender, ethnicity, education level, level of experience and expertise). - Program integrity.

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Contacts

Public ContactAmanda van Loon

Utrecht University

a.w.g.vanloon@uu.nl030-2534801

Outcome results

None listed

Source: NL-OMON (via WHO ICTRP)