Intervention Based on Implicit Theories of Personality: Effects on Depression and Bullying

NCT03481699 | Completed

• 1 other identifier: PSI2015-68426-R
• Study Type: interventional
• Target: 882
• Locations: 0 countries
• Sites: N/A

Brief Summary

This study evaluates the efficacy of an intervention based on the Implicit Theories of Personality (ITP) in Spanish adolescents. Half of participants received the ITP intervention, while the other half received an educational intervention.

Conditions

Depression; Bullying

Keywords

Adolescence; Prevention; Emotional disorders; Aggressive behavior

Outcome Measures

Primary Outcomes (4)

• Change from baseline scores of the Center for Epidemiologic Studies Depression scale (CES-D; Radloff, 1977) at 2 weeks, 6 months, and 12 months.

  Self reported depressive symptoms during the last month (last week in the 1 week follow-up) measured by 20 items scored 0-3 (0 = rarely; 3 = most or almost all the time), yielding a total between 0 and 60.

  Baseline, 2 weeks, 6 months, and 12 months.

• Change from baseline scores of the Revised version of the Peer Experiences Questionnaire (RPEQ; Prinstein, Boergers, & Vernberg, 2001) at 2 weeks, 6 months, and 12 months.

  Self reported levels of perpetration (9 items) of peer aggression in the school context during the last 6 months (last week in the 1 week follow-up). Each item is scored 1-5 (1 = never; 5 = several times per week), yielding a total between 18 and 90.

  Baseline, 2 weeks, 6 months, and 12 months.

• Change from baseline scores of the Cyber Bullying Questionnaire (CBQ; Calvete et al., 2012; Gámez-Guadix, Villa-George, & Calvete, 2014) at 2 weeks, 6 months, and 12 months.

  Self reported levels of perpetration (9 items) of peer cyber aggression during the last 6 months (last week in the 1 week follow-up). Each item is scored 0-3 (0 = never; 3 = five or more times), yielding a total between 0 and 54.

  Baseline, 2 weeks, 6 months, and 12 months.

• Change from baseline levels of Cortisol, DHEA and testosterone (in saliva) at 2 weeks, 6 months, and 12 months.

  A random subset of the participants (n = 546) have provided saliva samples to be assayed for neuroendocrine levels to measure cortisol, DHEA and testosterone. They were directed to transfer saliva from their mouths to a tube. The sample tubes were carefully labelled, and as soon as the session ended, saliva samples were sent to the assay laboratory (Medikosta IMQ Análisis Clínicos) and stored in a freezer at -80°C.

  Baseline, 2 weeks, 6 months, and 12 months.

Other Outcomes (4)

• Implicit Theories of Personality questionnaire (Yeager et al., 2014)

  Baseline, 2 weeks, 6 months, and 12 months.

• Young Schema Questionnaire (YSQ-3; Young, 2006)

  Baseline, 2 weeks, 6 months, and 12 months.

• Big Five Questionnaire for children (BFQ-C; Barbaranelli et al., 2003)

  Baseline.

Study Arms (2)

Incremental theory of personality

EXPERIMENTAL

1 hour behavioral intervention (based on ITP) consisting on several tasks to be completed on paper individually.

Behavioral: Incremental theory of personality

Educational intervention

OTHER

1 hour educational intervention (about the human brain) consisting on several tasks to be completed on paper individually.

Other: Educational Intervention

Interventions

Incremental theory of personality BEHAVIORAL

The experimental intervention (originally developed by David S. Yeager and colleagues) teaches that individuals have the potential to change. It has three main parts. First, participants are asked to read scientific studies that provide evidence that behaviors are controlled by "thoughts and feelings in brains," and that pathways in the brain have the potential to be changed under the right circumstances. Second, participants read several testimonials purportedly written by upperclassmen to bring credibility to the ITP. Finally, participants are asked to write their own version of such a narrative. This self-persuasive writing exercise has been shown to facilitate the internalization of the intervention message, building on a long line of research on cognitive dissonance.

Incremental theory of personality

Educational Intervention OTHER

The educational intervention involved scientific information about the human brain. It was designed to be parallel to the experimental intervention and, hence, it has also three main parts. First, participants are asked to read scientific information about the different areas of the brain and their specialties. Second, participants read several testimonials written by upperclassmen about their transition to high school and how their brains help them to adapt to the new space and all the physical differences of the building and the classes. Finally, participants are asked to write a letter to another student explaining the main things he or she has learned about the brain and thinks are important for adapting to the new physical environment in high school.

Educational intervention

Eligibility Criteria

• Age: 12 Years - 18 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64)

You may qualify if:

• Informed consent by the adolescents and their parents.
• To be fluent in Spanish.

Sponsors & Collaborators

• University of Deusto: lead
• Medikosta IMQ Análisis Clínicos: collaborator

MeSH Terms

Conditions

Depression; Bullying; Aggression

Interventions

Early Intervention, Educational

Condition Hierarchy (Ancestors)

Behavioral Symptoms; Behavior; Harassment, Non-Sexual; Social Behavior; Aberrant Motor Behavior in Dementia

Intervention Hierarchy (Ancestors)

Child Health Services; Community Health Services; Health Services; Health Care Facilities Workforce and Services; Preventive Health Services

Study Officials

• Esther Calvete, PhD

  University of Deusto

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: DOUBLE
• Who Masked: PARTICIPANT, OUTCOMES ASSESSOR
• Masking Details: Allocation was concealed to the participants, researchers -who were in class the assessment days- and teachers.
• Purpose: PREVENTION
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Principal Investigator, Deusto Stress Research Team, University of Deusto

Model Details: Participants were randomized in a 1:1 ratio blocked by gender to one of two groups: experimental condition (ITP intervention) versus control condition (educational intervention) in parallel for the duration of the study.

Study Record Dates

• First Submitted: March 20, 2018
• First Posted: March 29, 2018
• Study Start: October 3, 2016
• Primary Completion: March 1, 2018
• Study Completion: March 1, 2018
• Last Updated: October 3, 2018

Record last verified: 2018-10