A Cognitive-behavioral Intervention of Rumination for Perfectionists

NCT05385289 | Completed

• 1 other identifier: 2022/17JAN/016
• Study Type: interventional
• Target: 13
• Locations: 1 country
• Sites: 1

Brief Summary

This study aims to investigate the mediating role of rumination in the relationship between perfectionism and psychological distress, by proposing a cognitive-behavioral intervention targeting rumination. This intervention aims at decreasing - or even neutralizing - the effect of the mediator and then examining how this decrease impacts the relationship between perfectionism and psychological distress. A randomized, concurrent, multiple-baseline single-case design will be applied.

Conditions

Perfectionism; Rumination - Thoughts; Anxiety; Depression

Keywords

Perfectionism; Rumination; Autobiographical Memory; Overgeneral processing; SCED

Outcome Measures

Primary Outcomes (35)

• Perfectionism - Hewitt and Flett's Multidimensional Perfectionism Scale (HMPS; Hewitt & Flett,1991)

  The HMPS includes 45 items assessing the three following subdimensions: Self-Oriented Perfectionism (SOP, reflecting "setting exacting standards for oneself and stringently evaluating and censuring one's own behavior" in the present study), Socially Prescribed Perfectionism (SPP, reflecting "the perceived need to attain standards and expectations prescribed by significant others"), and Other-Oriented Perfectionism (OOP, reflecting "unrealistic standards for significant others, places importance on other people being perfect, and stringently evaluates others' performance"). Participants completed the questionnaire with a Likert type scale ranging from 1 ("totally disagree") to 7 ("totally agree").

  For the recruitment, i.e. until the number of 6 participants is reached for the second wave of the study (approximately two months after the beginning of the study)

• Perfectionism - Hewitt and Flett's Multidimensional Perfectionism Scale (HMPS; Hewitt & Flett,1991)

  The HMPS includes 45 items assessing the three following subdimensions: Self-Oriented Perfectionism (SOP, reflecting "setting exacting standards for oneself and stringently evaluating and censuring one's own behavior" in the present study), Socially Prescribed Perfectionism (SPP, reflecting "the perceived need to attain standards and expectations prescribed by significant others"), and Other-Oriented Perfectionism (OOP, reflecting "unrealistic standards for significant others, places importance on other people being perfect, and stringently evaluates others' performance"). Participants completed the questionnaire with a Likert type scale ranging from 1 ("totally disagree") to 7 ("totally agree").

  The day before the beginning of the intervention

• Perfectionism - Hewitt and Flett's Multidimensional Perfectionism Scale (HMPS; Hewitt & Flett,1991)

  The HMPS includes 45 items assessing the three following subdimensions: Self-Oriented Perfectionism (SOP, reflecting "setting exacting standards for oneself and stringently evaluating and censuring one's own behavior" in the present study), Socially Prescribed Perfectionism (SPP, reflecting "the perceived need to attain standards and expectations prescribed by significant others"), and Other-Oriented Perfectionism (OOP, reflecting "unrealistic standards for significant others, places importance on other people being perfect, and stringently evaluates others' performance"). Participants completed the questionnaire with a Likert type scale ranging from 1 ("totally disagree") to 7 ("totally agree").

  Once participants have completed 4 sessions of the intervention, about a week and a half after the beginning of the intervention

• Perfectionism - Hewitt and Flett's Multidimensional Perfectionism Scale (HMPS; Hewitt & Flett,1991)

  The HMPS includes 45 items assessing the three following subdimensions: Self-Oriented Perfectionism (SOP, reflecting "setting exacting standards for oneself and stringently evaluating and censuring one's own behavior" in the present study), Socially Prescribed Perfectionism (SPP, reflecting "the perceived need to attain standards and expectations prescribed by significant others"), and Other-Oriented Perfectionism (OOP, reflecting "unrealistic standards for significant others, places importance on other people being perfect, and stringently evaluates others' performance"). Participants completed the questionnaire with a Likert type scale ranging from 1 ("totally disagree") to 7 ("totally agree").

  Two weeks after the end of the intervention

• Perfectionism - Hewitt and Flett's Multidimensional Perfectionism Scale (HMPS; Hewitt & Flett,1991)

  The HMPS includes 45 items assessing the three following subdimensions: Self-Oriented Perfectionism (SOP, reflecting "setting exacting standards for oneself and stringently evaluating and censuring one's own behavior" in the present study), Socially Prescribed Perfectionism (SPP, reflecting "the perceived need to attain standards and expectations prescribed by significant others"), and Other-Oriented Perfectionism (OOP, reflecting "unrealistic standards for significant others, places importance on other people being perfect, and stringently evaluates others' performance"). Participants completed the questionnaire with a Likert type scale ranging from 1 ("totally disagree") to 7 ("totally agree").

  Three months after the end of the intervention

• Perfectionism - Frost, Marten, Lahart, and Rosenblate's Multidimensional Perfectionism Scale (FMPS; Frost, Marten, Lahart, and Rosenblate, 1990)

  The FMPS is a 35-item questionnaire assessing six subdimensions: Concern Over Mistakes (CM, reflecting "negative reactions to mistakes, a tendency to interpret mistakes as equivalent to failure, and a tendency to believe that one will lose the respect of others following failure"), Personal Standards (PS, reflecting "the setting of very high standards and the excessive importance placed on these high standards for self-evaluation"), Doubts About Actions (DA, reflecting "the tendency to feel that projects are not completed to satisfaction"), Parental Expectations (PE, reflecting "the tendency to believe that one's parents set very high goals and are overly critical"), Parental Criticism (PC, reflecting "the perception of high parental criticism"), and Organization (O, reflecting "the emphasis on the importance of and preference for order and organization"). Participants completed the questionnaire with a Likert type scale ranging from 1 ("strongly disagree") to 5 ("strongly agree").

  For the recruitment, i.e. until the number of 6 participants is reached for the second wave of the study (approximately two months after the beginning of the study)

• Perfectionism - Frost, Marten, Lahart, and Rosenblate's Multidimensional Perfectionism Scale (FMPS; Frost, Marten, Lahart, and Rosenblate, 1990)

  The FMPS is a 35-item questionnaire assessing six subdimensions: Concern Over Mistakes (CM, reflecting "negative reactions to mistakes, a tendency to interpret mistakes as equivalent to failure, and a tendency to believe that one will lose the respect of others following failure"), Personal Standards (PS, reflecting "the setting of very high standards and the excessive importance placed on these high standards for self-evaluation"), Doubts About Actions (DA, reflecting "the tendency to feel that projects are not completed to satisfaction"), Parental Expectations (PE, reflecting "the tendency to believe that one's parents set very high goals and are overly critical"), Parental Criticism (PC, reflecting "the perception of high parental criticism"), and Organization (O, reflecting "the emphasis on the importance of and preference for order and organization"). Participants completed the questionnaire with a Likert type scale ranging from 1 ("strongly disagree") to 5 ("strongly agree").

  The day before the beginning of the intervention

• Perfectionism - Frost, Marten, Lahart, and Rosenblate's Multidimensional Perfectionism Scale (FMPS; Frost, Marten, Lahart, and Rosenblate, 1990)

  The FMPS is a 35-item questionnaire assessing six subdimensions: Concern Over Mistakes (CM, reflecting "negative reactions to mistakes, a tendency to interpret mistakes as equivalent to failure, and a tendency to believe that one will lose the respect of others following failure"), Personal Standards (PS, reflecting "the setting of very high standards and the excessive importance placed on these high standards for self-evaluation"), Doubts About Actions (DA, reflecting "the tendency to feel that projects are not completed to satisfaction"), Parental Expectations (PE, reflecting "the tendency to believe that one's parents set very high goals and are overly critical"), Parental Criticism (PC, reflecting "the perception of high parental criticism"), and Organization (O, reflecting "the emphasis on the importance of and preference for order and organization"). Participants completed the questionnaire with a Likert type scale ranging from 1 ("strongly disagree") to 5 ("strongly agree").

  Once participants have completed 4 sessions of the intervention, about a week and a half after the beginning of the intervention

• Perfectionism - Frost, Marten, Lahart, and Rosenblate's Multidimensional Perfectionism Scale (FMPS; Frost, Marten, Lahart, and Rosenblate, 1990)

  The FMPS is a 35-item questionnaire assessing six subdimensions: Concern Over Mistakes (CM, reflecting "negative reactions to mistakes, a tendency to interpret mistakes as equivalent to failure, and a tendency to believe that one will lose the respect of others following failure"), Personal Standards (PS, reflecting "the setting of very high standards and the excessive importance placed on these high standards for self-evaluation"), Doubts About Actions (DA, reflecting "the tendency to feel that projects are not completed to satisfaction"), Parental Expectations (PE, reflecting "the tendency to believe that one's parents set very high goals and are overly critical"), Parental Criticism (PC, reflecting "the perception of high parental criticism"), and Organization (O, reflecting "the emphasis on the importance of and preference for order and organization"). Participants completed the questionnaire with a Likert type scale ranging from 1 ("strongly disagree") to 5 ("strongly agree").

  Two weeks after the end of the intervention

• Perfectionism - Frost, Marten, Lahart, and Rosenblate's Multidimensional Perfectionism Scale (FMPS; Frost, Marten, Lahart, and Rosenblate, 1990)

  The FMPS is a 35-item questionnaire assessing six subdimensions: Concern Over Mistakes (CM, reflecting "negative reactions to mistakes, a tendency to interpret mistakes as equivalent to failure, and a tendency to believe that one will lose the respect of others following failure"), Personal Standards (PS, reflecting "the setting of very high standards and the excessive importance placed on these high standards for self-evaluation"), Doubts About Actions (DA, reflecting "the tendency to feel that projects are not completed to satisfaction"), Parental Expectations (PE, reflecting "the tendency to believe that one's parents set very high goals and are overly critical"), Parental Criticism (PC, reflecting "the perception of high parental criticism"), and Organization (O, reflecting "the emphasis on the importance of and preference for order and organization"). Participants completed the questionnaire with a Likert type scale ranging from 1 ("strongly disagree") to 5 ("strongly agree").

  Three months after the end of the intervention

• Depression - Center for Epidemiologic Studies - Depression (CES-D; Radloff, 1997)

  The CES-D is a 20-item questionnaire with a Likert type scale ranging to 0 \["rarely or none of the time (less than 1 day)"\] to 3 \["most or all of the time (5-7 days)"\]. It assesses the frequency of the main symptoms of depression over the past week. Those symptoms are categorized into four subscales: depressed affect (DA), positive affect (PA), somatic complaints (SC), and disturbed interpersonal relationships (IR).

  For the recruitment, i.e. until the number of 6 participants is reached for the second wave of the study (approximately two months after the beginning of the study)

• Depression - Center for Epidemiologic Studies - Depression (CES-D; Radloff, 1997)

  The CES-D is a 20-item questionnaire with a Likert type scale ranging to 0 \["rarely or none of the time (less than 1 day)"\] to 3 \["most or all of the time (5-7 days)"\]. It assesses the frequency of the main symptoms of depression over the past week. Those symptoms are categorized into four subscales: depressed affect (DA), positive affect (PA), somatic complaints (SC), and disturbed interpersonal relationships (IR).

  The day before the beginning of the intervention

• Depression - Center for Epidemiologic Studies - Depression (CES-D; Radloff, 1997)

  The CES-D is a 20-item questionnaire with a Likert type scale ranging to 0 \["rarely or none of the time (less than 1 day)"\] to 3 \["most or all of the time (5-7 days)"\]. It assesses the frequency of the main symptoms of depression over the past week. Those symptoms are categorized into four subscales: depressed affect (DA), positive affect (PA), somatic complaints (SC), and disturbed interpersonal relationships (IR).

  Once participants have completed 4 sessions of the intervention, about a week and a half after the beginning of the intervention

• Depression - Center for Epidemiologic Studies - Depression (CES-D; Radloff, 1997)

  The CES-D is a 20-item questionnaire with a Likert type scale ranging to 0 \["rarely or none of the time (less than 1 day)"\] to 3 \["most or all of the time (5-7 days)"\]. It assesses the frequency of the main symptoms of depression over the past week. Those symptoms are categorized into four subscales: depressed affect (DA), positive affect (PA), somatic complaints (SC), and disturbed interpersonal relationships (IR).

  Two weeks after the end of the intervention

• Depression - Center for Epidemiologic Studies - Depression (CES-D; Radloff, 1997)

  The CES-D is a 20-item questionnaire with a Likert type scale ranging to 0 \["rarely or none of the time (less than 1 day)"\] to 3 \["most or all of the time (5-7 days)"\]. It assesses the frequency of the main symptoms of depression over the past week. Those symptoms are categorized into four subscales: depressed affect (DA), positive affect (PA), somatic complaints (SC), and disturbed interpersonal relationships (IR).

  Three months after the end of the intervention

• Anxiety - Generalized Anxiety Disorder Screener (GAD-7; Spitzer, Kroenke, Williams, Löwe, 2008)

  The GAD-7 is a seven-items questionnaire with a Likert type scale ranging from 0 ("not at all") to 3 ("nearly every day"). It assesses the presence and the severity of the Diagnostic and Statistical Manual of Mental Disorders (Fourth Edition) symptom criteria for Generalized Anxiety Disorder over the past week.

  For the recruitment, i.e. until the number of 6 participants is reached for the second wave of the study (approximately two months after the beginning of the study)

• Anxiety - Generalized Anxiety Disorder Screener (GAD-7; Spitzer, Kroenke, Williams, Löwe, 2008)

  The GAD-7 is a seven-items questionnaire with a Likert type scale ranging from 0 ("not at all") to 3 ("nearly every day"). It assesses the presence and the severity of the Diagnostic and Statistical Manual of Mental Disorders (Fourth Edition) symptom criteria for Generalized Anxiety Disorder over the past week.

  The day before the beginning of the intervention

• Anxiety - Generalized Anxiety Disorder Screener (GAD-7; Spitzer, Kroenke, Williams, Löwe, 2008)

  The GAD-7 is a seven-items questionnaire with a Likert type scale ranging from 0 ("not at all") to 3 ("nearly every day"). It assesses the presence and the severity of the Diagnostic and Statistical Manual of Mental Disorders (Fourth Edition) symptom criteria for Generalized Anxiety Disorder over the past week.

  Once participants have completed 4 sessions of the intervention, about a week and a half after the beginning of the intervention

• Anxiety - Generalized Anxiety Disorder Screener (GAD-7; Spitzer, Kroenke, Williams, Löwe, 2008)

  The GAD-7 is a seven-items questionnaire with a Likert type scale ranging from 0 ("not at all") to 3 ("nearly every day"). It assesses the presence and the severity of the Diagnostic and Statistical Manual of Mental Disorders (Fourth Edition) symptom criteria for Generalized Anxiety Disorder over the past week.

  Two weeks after the end of the intervention

• Anxiety - Generalized Anxiety Disorder Screener (GAD-7; Spitzer, Kroenke, Williams, Löwe, 2008)

  The GAD-7 is a seven-items questionnaire with a Likert type scale ranging from 0 ("not at all") to 3 ("nearly every day"). It assesses the presence and the severity of the Diagnostic and Statistical Manual of Mental Disorders (Fourth Edition) symptom criteria for Generalized Anxiety Disorder over the past week.

  Three months after the end of the intervention

• Rumination trait - Repetitive Thinking Mode Questionnaire (RTMQ; Philippot, Verschuren, & Douilliez, in press).

  The RTMQ is a 18-item questionnaire, with a Likert type scale ranging from 1 ("almost never") to 4 ("almost always"). It assesses three dimensions of repetitive thinking processes : (a) abstract evaluative mode of repetitive thinking (AERT; " thoughts at an abstract, overgeneral level that address the causes and consequence of one's mood or condition, oriented toward the past and future rather than toward the present moment"), (b) concrete experiential mode of repetitive thinking (CERT; " mode of thinking centered on how one is presently feeling and experiencing the ongoing situation, and how a present experience unfolds"), and (c) creative dendritic mode of repetitive thinking (CDRT; "extremely fluent and flexible thinking, with creative content \[new and original ideas\], not necessarily centered on here and now experience".

  For the recruitment, i.e. until the number of 6 participants is reached for the second wave of the study (approximately two months after the beginning of the study)

• Rumination trait - Repetitive Thinking Mode Questionnaire (RTMQ; Philippot, Verschuren, & Douilliez, in press).

  The RTMQ is a 18-item questionnaire, with a Likert type scale ranging from 1 ("almost never") to 4 ("almost always"). It assesses three dimensions of repetitive thinking processes : (a) abstract evaluative mode of repetitive thinking (AERT; " thoughts at an abstract, overgeneral level that address the causes and consequence of one's mood or condition, oriented toward the past and future rather than toward the present moment"), (b) concrete experiential mode of repetitive thinking (CERT; " mode of thinking centered on how one is presently feeling and experiencing the ongoing situation, and how a present experience unfolds"), and (c) creative dendritic mode of repetitive thinking (CDRT; "extremely fluent and flexible thinking, with creative content \[new and original ideas\], not necessarily centered on here and now experience".

  The day before the beginning of the intervention

• Rumination trait - Repetitive Thinking Mode Questionnaire (RTMQ; Philippot, Verschuren, & Douilliez, in press).

  The RTMQ is a 18-item questionnaire, with a Likert type scale ranging from 1 ("almost never") to 4 ("almost always"). It assesses three dimensions of repetitive thinking processes : (a) abstract evaluative mode of repetitive thinking (AERT; " thoughts at an abstract, overgeneral level that address the causes and consequence of one's mood or condition, oriented toward the past and future rather than toward the present moment"), (b) concrete experiential mode of repetitive thinking (CERT; " mode of thinking centered on how one is presently feeling and experiencing the ongoing situation, and how a present experience unfolds"), and (c) creative dendritic mode of repetitive thinking (CDRT; "extremely fluent and flexible thinking, with creative content \[new and original ideas\], not necessarily centered on here and now experience".

  Once participants have completed 4 sessions of the intervention, about a week and a half after the beginning of the intervention

• Rumination trait - Repetitive Thinking Mode Questionnaire (RTMQ; Philippot, Verschuren, & Douilliez, in press).

  The RTMQ is a 18-item questionnaire, with a Likert type scale ranging from 1 ("almost never") to 4 ("almost always"). It assesses three dimensions of repetitive thinking processes : (a) abstract evaluative mode of repetitive thinking (AERT; " thoughts at an abstract, overgeneral level that address the causes and consequence of one's mood or condition, oriented toward the past and future rather than toward the present moment"), (b) concrete experiential mode of repetitive thinking (CERT; " mode of thinking centered on how one is presently feeling and experiencing the ongoing situation, and how a present experience unfolds"), and (c) creative dendritic mode of repetitive thinking (CDRT; "extremely fluent and flexible thinking, with creative content \[new and original ideas\], not necessarily centered on here and now experience".

  Two weeks after the end of the intervention

• Rumination trait - Repetitive Thinking Mode Questionnaire (RTMQ; Philippot, Verschuren, & Douilliez, in press).

  The RTMQ is a 18-item questionnaire, with a Likert type scale ranging from 1 ("almost never") to 4 ("almost always"). It assesses three dimensions of repetitive thinking processes : (a) abstract evaluative mode of repetitive thinking (AERT; " thoughts at an abstract, overgeneral level that address the causes and consequence of one's mood or condition, oriented toward the past and future rather than toward the present moment"), (b) concrete experiential mode of repetitive thinking (CERT; " mode of thinking centered on how one is presently feeling and experiencing the ongoing situation, and how a present experience unfolds"), and (c) creative dendritic mode of repetitive thinking (CDRT; "extremely fluent and flexible thinking, with creative content \[new and original ideas\], not necessarily centered on here and now experience".

  Three months after the end of the intervention

• Autobiographical Memory - The computerized version of the Autobiographical Memory Test (AMT; Williams et Broadbent, 1986).

  This task focuses on retrieving past memories of personal events. A cue word appear on the computer screen. Participants have to click on a button as soon as they had retrieved a specific and autobiographical memory triggered by the cue word, in the time-limit of 1 minute after the cue onset. A window then appears to write the memory with as much specific and contextual details as possible. Before starting this task, participants are specified that the memory must have happened once and lasted less than 24 hours.After describing the memory, participants also have to judge (on a Likert type scale ranging from 0 to 10) the emotional intensity of the reported event. Moreover, they have to assess whether their memory was (1) pleasant, (2) unpleasant or (3) neutral. Finally, participants estimate the year during which this memory occurred. This AMT contains 6 French common nouns per time-measurement (3 success-relevant words, and 3 failure-relevant words) presented in a random order.

  The day before the beginning of the intervention

• Autobiographical Memory - The computerized version of the Autobiographical Memory Test (AMT; Williams et Broadbent, 1986).

  This task focuses on retrieving past memories of personal events. A cue word appear on the computer screen. Participants have to click on a button as soon as they had retrieved a specific and autobiographical memory triggered by the cue word, in the time-limit of 1 minute after the cue onset. A window then appears to write the memory with as much specific and contextual details as possible. Before starting this task, participants are specified that the memory must have happened once and lasted less than 24 hours.After describing the memory, participants also have to judge (on a Likert type scale ranging from 0 to 10) the emotional intensity of the reported event. Moreover, they have to assess whether their memory was (1) pleasant, (2) unpleasant or (3) neutral. Finally, participants estimate the year during which this memory occurred. This AMT contains 6 French common nouns per time-measurement (3 success-relevant words, and 3 failure-relevant words) presented in a random order.

  Once participants have completed 4 sessions of the intervention, about a week and a half after the beginning of the intervention

• Autobiographical Memory - The computerized version of the Autobiographical Memory Test (AMT; Williams et Broadbent, 1986).

  This task focuses on retrieving past memories of personal events. A cue word appear on the computer screen. Participants have to click on a button as soon as they had retrieved a specific and autobiographical memory triggered by the cue word, in the time-limit of 1 minute after the cue onset. A window then appears to write the memory with as much specific and contextual details as possible. Before starting this task, participants are specified that the memory must have happened once and lasted less than 24 hours.After describing the memory, participants also have to judge (on a Likert type scale ranging from 0 to 10) the emotional intensity of the reported event. Moreover, they have to assess whether their memory was (1) pleasant, (2) unpleasant or (3) neutral. Finally, participants estimate the year during which this memory occurred. This AMT contains 6 French common nouns per time-measurement (3 success-relevant words, and 3 failure-relevant words) presented in a random order.

  Two weeks after the end of the intervention

• Autobiographical Memory - The computerized version of the Autobiographical Memory Test (AMT; Williams et Broadbent, 1986).

  This task focuses on retrieving past memories of personal events. A cue word appear on the computer screen. Participants have to click on a button as soon as they had retrieved a specific and autobiographical memory triggered by the cue word, in the time-limit of 1 minute after the cue onset. A window then appears to write the memory with as much specific and contextual details as possible. Before starting this task, participants are specified that the memory must have happened once and lasted less than 24 hours.After describing the memory, participants also have to judge (on a Likert type scale ranging from 0 to 10) the emotional intensity of the reported event. Moreover, they have to assess whether their memory was (1) pleasant, (2) unpleasant or (3) neutral. Finally, participants estimate the year during which this memory occurred. This AMT contains 6 French common nouns per time-measurement (3 success-relevant words, and 3 failure-relevant words) presented in a random order.

  Three months after the end of the intervention

• Multiple measures of Rumination state - State Repetitive Thoughts Questionnaire (SRTQ; Philippot et al., n.d.).

  The SRTQ is a 10-item questionnaire, with a Likert type scale ranging from 1 ("totally disagree") to 5 ("totally agree"). It assesses the three modes of repetitive thinking (i.e., AERT, CERT, and CDRT) in their state form (i.e., subject to continuous changes and under many influences), in contrast with the RTMQ that assesses repetitive thinking as a stable individual characteristic.

  before the beginning of the intervention

• Measure of change - Multiple measures of Rumination state - State Repetitive Thoughts Questionnaire (SRTQ; Philippot et al., n.d.).

  The SRTQ is a 10-item questionnaire, with a Likert type scale ranging from 1 ("totally disagree") to 5 ("totally agree"). It assesses the three modes of repetitive thinking (i.e., AERT, CERT, and CDRT) in their state form (i.e., subject to continuous changes and under many influences), in contrast with the RTMQ that assesses repetitive thinking as a stable individual characteristic.

  Each day during the intervention, as well as between each week of the intervention

• Measure of change - Multiple measures of Rumination state - State Repetitive Thoughts Questionnaire (SRTQ; Philippot et al., n.d.).

  The SRTQ is a 10-item questionnaire, with a Likert type scale ranging from 1 ("totally disagree") to 5 ("totally agree"). It assesses the three modes of repetitive thinking (i.e., AERT, CERT, and CDRT) in their state form (i.e., subject to continuous changes and under many influences), in contrast with the RTMQ that assesses repetitive thinking as a stable individual characteristic.

  During two weeks after the end of the intervention, to assess the change from the 3-week intervention

• Daily positive and negative emotions - Visual Analog Mood Scale (VAMS; McNally, Litz, Prassas, Shin, & Weathers, 1994).

  The VAMS is a seven-item questionnaire, with a Likert type scale ranging from 0 ("not at all") to 100 ("extremely"). It assesses the intensity of emotional states in the last few minutes: happy, sad, anxious, angry, emotionally aroused, in a positive mood, and in a negative mood. This questionnaire is used as a psychological distress measure.

  before the beginning of the intervention.

• Measure of change - Daily positive and negative emotions - Visual Analog Mood Scale (VAMS; McNally, Litz, Prassas, Shin, & Weathers, 1994).

  The VAMS is a seven-item questionnaire, with a Likert type scale ranging from 0 ("not at all") to 100 ("extremely"). It assesses the intensity of emotional states in the last few minutes: happy, sad, anxious, angry, emotionally aroused, in a positive mood, and in a negative mood. This questionnaire is used as a psychological distress measure.

  Each day of the three-week intervention, to assess changes between the 10-day A-baseline phase and the intervention phase, as well as between each week of the intervention

• Measure of change - Daily positive and negative emotions - Visual Analog Mood Scale (VAMS; McNally, Litz, Prassas, Shin, & Weathers, 1994).

  The VAMS is a seven-item questionnaire, with a Likert type scale ranging from 0 ("not at all") to 100 ("extremely"). It assesses the intensity of emotional states in the last few minutes: happy, sad, anxious, angry, emotionally aroused, in a positive mood, and in a negative mood. This questionnaire is used as a psychological distress measure.

  During two weeks after the end of the intervention, to assess the change from the 3-week intervention

Secondary Outcomes (10)

• Experiential avoidance - Multidimensional Experiential Avoidance Questionnaire (MEAQ ; Gamez, Chmielewski, Ruggero, Kotov, & Watson, 2011).

  For the recruitment, i.e. until the number of 6 participants is reached for the second wave of the study (approximately two months after the beginning of the study)

• Experiential avoidance - Multidimensional Experiential Avoidance Questionnaire (MEAQ ; Gamez, Chmielewski, Ruggero, Kotov, & Watson, 2011).

  The day before the beginning of the intervention

• Experiential avoidance - Multidimensional Experiential Avoidance Questionnaire (MEAQ ; Gamez, Chmielewski, Ruggero, Kotov, & Watson, 2011).

  Once participants have completed 4 sessions of the intervention, about a week and a half after the beginning of the intervention

• Experiential avoidance - Multidimensional Experiential Avoidance Questionnaire (MEAQ ; Gamez, Chmielewski, Ruggero, Kotov, & Watson, 2011).

  Two weeks after the end of the intervention

• Experiential avoidance - Multidimensional Experiential Avoidance Questionnaire (MEAQ ; Gamez, Chmielewski, Ruggero, Kotov, & Watson, 2011).

  Three months after the end of the intervention

Other Outcomes (6)

• Intervention satisfaction - Consumer Satisfaction Questionnaire (QSC-8; Sabourin, Pérusse, & Gendreau, 1989).

  Before each debriefing session with the experimenter

• Alcohol consumption - Alcohol Use Disorders Identification Test (AUDIT; Saunders, Aasland, Babor, DeLaFuente, & Grant, 1993)

  The day before the beginning of the intervention

• Drug consumption - Drug Use Disorders Identification Test (DUDIT; Berman, Bergman, Palmstierna, and Schlyter, 2005).

  The day before the beginning of the intervention

Study Arms (2)

First wave with 6 participants

EXPERIMENTAL

Once selected, an individual online information session will be scheduled with each selected participant to explain the project and its practical implications. At this time, six of the twelve participants will be provided a link to complete online measures as the A-baseline phase, to constitute their own non-intervention control condition on the target behavior (i.e., rumination) and on positive and negative emotions. The other six participants will be entered into a 3-week waiting list period with a sequential introduction, to provide another non-intervention control condition. The A-baseline phase length will include at least 5 measures and most 10 measures, resulting in 10 potential starting point for the B-experimental phase. This range will be determined to estimate autocorrelation and its associated bias.

Behavioral: A cognitive-behavioral approach of rumination as intervention for overgeneral mode of processing in perfectionism

Second wave with 6 other participants

EXPERIMENTAL

After three weeks, the six participants on the waiting list will also begin the same A-baseline phase as the six participants of the first wave.

Behavioral: A cognitive-behavioral approach of rumination as intervention for overgeneral mode of processing in perfectionism

Interventions

A cognitive-behavioral approach of rumination as intervention for overgeneral mode of processing in perfectionism BEHAVIORAL

The B-experimental phase consists in a 6-session intervention targeting rumination and lasting for 3 weeks. The intervention was derived from 3 manuals: Rumination-Focused Cognitive-Behavioral Therapy for Depression (Watkins, 2016), Overcoming Perfectionism (Shafran et al., 2010), and Cognitive-Behavioral Treatment of Perfectionism (Egan et al., 2014). Participants will attend 2 sessions per week at home. Each week will end with an individual 30 minutes-debriefing session with an experimenter, to ascertain understanding of session content and homework. Intervention sessions will be given in paper format to participant after the A-baseline-phase. A paper diary was also provided for homework, in addition to the session content caneva. Each session contains (a) theoretical content on ruminations linked to perfectionism, (b) exercises to create alternative habits to ruminations, and (c) homework to become aware of ruminations and to experiment with alternatives.

First wave with 6 participants; Second wave with 6 other participants

Eligibility Criteria

• Age: 18 Years+
• Sex: all
• Healthy Volunteers: No
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

• Being native French speakers
• Reporting significant levels of (1) perfectionism, (2) abstract and evaluative repetitive thinking, and (3) anxio-depressive symptoms.

You may not qualify if:

• Being involved in a therapeutic treatment.
• Being under 18 years old.

Sponsors & Collaborators

• Université Catholique de Louvain: lead

Study Sites (1)

Université catholique de Louvain

Louvain-la-Neuve, Brabant Wallon, 1348, Belgium

Location

MeSH Terms

Conditions

Anxiety Disorders; Depression; Rumination Syndrome

Interventions

Methods

Condition Hierarchy (Ancestors)

Mental Disorders; Behavioral Symptoms; Behavior; Gastrointestinal Diseases; Digestive System Diseases; Feeding and Eating Disorders

Intervention Hierarchy (Ancestors)

Investigative Techniques

Study Officials

• Pierre Philippot

  pierre.philippot@uclouvain.be

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Masking Details: A computerized version of the Autobiographical Memory Test (AMT; Williams et Broadbent, 1986) will be used to assess the overgeneral processing. This task focused on retrieving past memories of personal events. AMT raters will be not involved in any other aspect of the study procedures. The memories will also be presented to the raters in a randomized order, so that there was no possibility of guessing who completed them or when.
• Purpose: TREATMENT
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Model Details: The final sample will comprise 12 participants. The initial sample size was based on Shadish \& Sullivan's (2011) study reporting that the median and modal number of participants in single-case designs is three. Therefore, recruiting 6 participants allowed for a direct intrasubject replication (i.e., a "replication of the experimental effect within the design") while ensuring that three participants were retained despite possible dropout. Moreover, using two waves of six participants (resulting in a total sample of 12 participants) allowed for a direct inter-subject replication (i.e., "repeating the same study but with additional individuals"). Those two replications were used to demonstrate that changes on target behaviors systematically arrives after the intervention introduction, hence controlling for external variables.

Study Record Dates

• First Submitted: March 24, 2022
• First Posted: May 23, 2022
• Study Start: March 14, 2022
• Primary Completion: November 24, 2022
• Study Completion: November 24, 2022
• Last Updated: February 8, 2023

Record last verified: 2023-02

Data Sharing

• IPD Sharing: Will not share

Locations

BE (1)