Positive Emotion Regulation Training in Children, Adolescents and Young Adults With and Without Developmental Disorder

NCT02898298 | Completed

• 1 other identifier: 15-242
• Study Type: interventional
• Target: 60
• Locations: 1 country
• Sites: 1

Brief Summary

The purpose of this study is to evaluate the efficacy of a novel positive emotion regulation intervention that aims to increase positive emotions and improve emotion regulation skills in children, adolescents and young adults. The study focuses on individuals with a developmental disorder such as Autism Spectrum Disorder and other Learning or Developmental Disabilities in comparison to typically developing (TD) controls. Participants will complete a psycho-educative training to learn about positive emotions and how to increase them in their daily lives. Participants are expected to benefit from the training, which will be evident in a change in emotion experience, emotion regulation strategy use, and well-being. Emotion regulation efficacy will be related to symptom severity (autistic symptoms), alexithymia and problematic behaviors.

Conditions

Neurodevelopmental Disorders

Outcome Measures

Primary Outcomes (4)

• Change in Positive and Negative Affect Scale

  Change in emotion experience. Week 13 for immediate group, Week 17 for waitlist group.

  Week 1, Week 5, Week 9, Week 13 or 17

• Change in Emotion Regulation Questionnaire

  Change in emotion regulation strategy use. Week 13 for immediate group, Week 17 for waitlist group.

  Week 1, Week 5, Week 9, Week 13 or 17

• Change in Satisfaction with Life Scale

  Change in well-being. Week 13 for immediate group, Week 17 for waitlist group.

  Week 1, Week 5, Week 9, Week 13 or 17

• Change in Subjective Happiness Scale

  Change in well-being. Week 13 for immediate group, Week 17 for waitlist group.

  Week 1, Week 5, Week 9, Week 13 or 17

Secondary Outcomes (3)

• Change in Toronto Alexithymia Scale

  Week 1, Week 5, Week 9, Week 13 or 17

• Change in Strength and Difficulties Questionnaire

  Week 1, Week 5, Week 9, Week 13 or 17

• Change in Autism Spectrum Quotient

  Week 1, Week 5, Week 9, Week 13 or 17

Other Outcomes (1)

• Participants' experience and satisfaction with training (satisfaction questionnaire)

  Week 13 or 17

Study Arms (2)

Immediate

EXPERIMENTAL

Immediate group receives the Positive Emotion Regulation training immediately.

Behavioral: Positive Emotion Regulation Training

Waitlist control group

ACTIVE COMPARATOR

Waitlist control group receives the Positive Emotion Regulation training 4 weeks later.

Behavioral: Positive Emotion Regulation Training

Interventions

Positive Emotion Regulation Training BEHAVIORAL

Participants will receive a 3-session psycho-educative training on emotion regulation.

Immediate; Waitlist control group

Eligibility Criteria

• Age: 10 Years - 35 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64)

You may qualify if:

• Participants between 10-35 years old, presenting or not a developmental disorder (e.g., autism).

You may not qualify if:

• Participants who are not able to understand the training instructions.

Sponsors & Collaborators

• University of Geneva, Switzerland: lead

Study Sites (1)

Swiss Center for Affective Sciences (Campus Biotech, University of Geneva)

Geneva, 1202, Switzerland

Location

Related Publications (14)

• Gross JJ. Antecedent- and response-focused emotion regulation: divergent consequences for experience, expression, and physiology. J Pers Soc Psychol. 1998 Jan;74(1):224-37. doi: 10.1037//0022-3514.74.1.224.

  PMID: 9457784 BACKGROUND

• Gross JJ (2014). Emotion regulation: Conceptual and empirical foundations. In J.J. Gross (Ed.), Handbook of emotion regulation (2nd ed.) (pp. 3-20). New York, NY: Guilford.

  BACKGROUND

• Gross, JJ, Jazaieri, H. Emotion, emotion regulation, and psychopathology an affective science perspective. Clinical Psychological Science 2(4): 387-401, 2014.

  BACKGROUND

• Mazefsky CA, Pelphrey KA, Dahl RE. The Need for a Broader Approach to Emotion Regulation Research in Autism. Child Dev Perspect. 2012 Mar 1;6(1):92-97. doi: 10.1111/j.1750-8606.2011.00229.x. Epub 2012 Jan 12.

  PMID: 22639681 BACKGROUND

• Mazefsky CA, Herrington J, Siegel M, Scarpa A, Maddox BB, Scahill L, White SW. The role of emotion regulation in autism spectrum disorder. J Am Acad Child Adolesc Psychiatry. 2013 Jul;52(7):679-88. doi: 10.1016/j.jaac.2013.05.006. Epub 2013 Jun 3.

  PMID: 23800481 BACKGROUND

• Quoidbach J, Mikolajczak M, Gross JJ. Positive interventions: An emotion regulation perspective. Psychol Bull. 2015 May;141(3):655-93. doi: 10.1037/a0038648. Epub 2015 Jan 26.

  PMID: 25621978 BACKGROUND

• Riediger M, Klipker, K. (2014). Emotion regulation in adolescence. In Handbook of emotion regulation (pp. 187-202). Guilford Press.

  BACKGROUND

• Samson AC, Huber O, Gross JJ. Emotion regulation in Asperger's syndrome and high-functioning autism. Emotion. 2012 Aug;12(4):659-65. doi: 10.1037/a0027975. Epub 2012 May 28.

  PMID: 22642342 BACKGROUND

• Samson AC, Huber O, Ruch W. Seven decades after Hans Asperger's observations: A comprehensive study of humor in individuals with Autism Spectrum Disorders. Humor, 26(3): 441-460, 2013.

  BACKGROUND

• Samson AC, Hardan AY, Lee IA, Phillips JM, Gross JJ. Maladaptive Behavior in Autism Spectrum Disorder: The Role of Emotion Experience and Emotion Regulation. J Autism Dev Disord. 2015 Nov;45(11):3424-32. doi: 10.1007/s10803-015-2388-7.

  PMID: 25711546 BACKGROUND

• Samson AC, Hardan AY, Podell RW, Phillips JM, Gross JJ. Emotion regulation in children and adolescents with autism spectrum disorder. Autism Res. 2015 Feb;8(1):9-18. doi: 10.1002/aur.1387. Epub 2014 May 23.

  PMID: 24863869 BACKGROUND

• Samson AC, Phillips JM, Parker KJ, Shah S, Gross JJ, Hardan AY. Emotion dysregulation and the core features of autism spectrum disorder. J Autism Dev Disord. 2014 Jul;44(7):1766-72. doi: 10.1007/s10803-013-2022-5.

  PMID: 24362795 BACKGROUND

• Weytens F, Luminet O, Verhofstadt LL, Mikolajczak M. An integrative theory-driven positive emotion regulation intervention. PLoS One. 2014 Apr 23;9(4):e95677. doi: 10.1371/journal.pone.0095677. eCollection 2014.

  PMID: 24759870 BACKGROUND

• Zaharia A, Noir-Kahlo K, Bressoud N, Sander D, Dukes D, Samson AC. Proof of Concept: A Brief Psycho-Educational Training Program to Increase the Use of Positive Emotion Regulation Strategies in Individuals With Autism Spectrum Disorder. Front Psychol. 2021 Nov 1;12:705937. doi: 10.3389/fpsyg.2021.705937. eCollection 2021.

  PMID: 34790142 DERIVED

MeSH Terms

Conditions

Neurodevelopmental Disorders

Condition Hierarchy (Ancestors)

Mental Disorders

Study Officials

• Andrea Samson, Dr

  University of Geneva

  PRINCIPAL INVESTIGATOR

• David Sander, Prof

  University of Geneva

  STUDY CHAIR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: TREATMENT
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Senior Researcher

Study Record Dates

• First Submitted: August 30, 2016
• First Posted: September 13, 2016
• Study Start: August 1, 2016
• Primary Completion: December 31, 2020
• Study Completion: December 31, 2020
• Last Updated: May 11, 2021

Record last verified: 2021-05

Locations

CH (1)