RecruitingNot ApplicableNCT05779761

Brief Interventions for Coping with Distress

A Randomized Controlled Trial of Brief Interventions for Coping with Distress

Sponsor

Teachers College, Columbia University

Enrollment

180 participants

Start Date

May 12, 2023

Study Type

INTERVENTIONAL

Conditions

Distress, Emotional Depression Anxiety Emotional Dysfunction

Summary

This study is being done to compare the effectiveness of three different skills trainings to cope with distress. These three trainings are: 1) an attention skills training, 2) an attention and reflective thought skills training, and 3) a health and wellness education training.

Eligibility

Min Age: 18 YearsMax Age: 65 Years

Inclusion Criteria6

Between the ages of 18 and 65
Fluent in English (and therefore able to provide consent)
Currently living in New York City
Access to a smartphone and the internet
High self-reported worry, rumination, and/or self-criticism
Meet Diagnostic and Statistical Manual of Mental Disorders - Fifth Edition (DSM-5) criteria for at least one, current psychological disorder

Exclusion Criteria6

Active suicidal ideation or intent
Substance dependence disorder, schizophrenia, bipolar-I disorder, or a primary DSM-5 diagnosis of borderline or narcissistic personality disorder
Individuals currently receiving therapy or psychosocial treatment who do not plan to continue with the same treatment throughout the study period
Individuals taking psychotropic mediation that has not been stabilized for a period of at least 3 months
Current students at Teachers College, Columbia University
Individuals with cardiac conditions, diagnosed hyperhidrosis, and traumatic brain injuries or other neurological conditions (e.g., dementia, Parkinson's, epilepsy)

Interventions

BEHAVIORALOnline, Self-Directed Attention Skills Training with Coaching Support

The initial set of modules focus on psychoeducation about distress, the impact that cognitions/behaviors/emotions have on recent situations, and self-monitoring of worry/rumination/self-criticism. The next set of modules focus on the development of attention skills that help regulate one's emotional experience (i.e., recognizing emotions when they are happening, identifying the meaning of a given emotion experience, soothing oneself in the context of negative emotional experiences). All modules will be online and self-directed. An internet-based online platform will be used to promote engagement with and increase accessibility to between-session skills practice and treatment-related activities (e.g., self-monitoring, worksheets). Brief, weekly coaching support (from a trained, masters-level student) will be provided to promote engagement and to help clarify concepts.

BEHAVIORALOnline, Self-Directed Attention & Reflective Thought Skills Training with Coaching Support

The initial set of modules focus on psychoeducation about distress, the impact that cognitions/behaviors/emotions have on recent situations, and self-monitoring of worry/rumination/self-criticism. The next set of modules focus on the development of attention and reflective thinking skills that help regulate one's emotional experience (i.e., recognizing emotions when they are happening, identifying the meaning of a given emotion experience, soothing oneself in the context of negative emotional experiences). All modules will be online and self-directed. An internet-based online platform will be used to promote engagement with and increase accessibility to between-session skills practice and treatment-related activities (e.g., self-monitoring, worksheets). Brief, weekly coaching support (from a trained, masters-level student) will be provided to promote engagement and to help clarify concepts.

BEHAVIORALOnline, Self-Directed Health & Wellness Education Training with Coaching Support

The initial set of modules focus on psychoeducation about stress, the impact that stress has on one's life, and self-monitoring of stress. The next set of modules focus on sleep, time management, nutrition, and exercise. All modules will be online and self-directed. An internet-based online platform will be used to promote engagement with and increase accessibility to between-session skills practice and treatment-related activities (e.g., self-monitoring, worksheets). Brief, weekly coaching support (from a trained, masters-level student) will be provided to promote engagement and to help clarify concepts.