Effectiveness of a Mindfulness Program on Emotion Regulation Among Youth Attending an Alternative School

NCT05619458 | Completed

• 1 other identifier: ULethbridge
• Study Type: interventional
• Target: 25
• Locations: 1 country
• Sites: 1

Brief Summary

The main goal of this single-arm pre-post intervention study is to see if an adapted mindfulness program can improve emotion regulation among youth aged 15-19 years who attend an alternative school. Participants will complete a baseline survey package using an iPad. They will then receive an adapted version of the 6-session Learning to BREATHE Program as part of a course they are taking at their school. Students will again complete a survey package within 2 weeks of completing the program. The investigator will compare baseline and post-intervention survey responses to see if the program improved emotion regulation, as well as several secondary psychosocial and behavioral outcomes.

Conditions

Substance Use; Mindfulness; Adolescent Behavior; Emotion Regulation; Social Behavior; Self Esteem

Outcome Measures

Primary Outcomes (2)

• Change from baseline in emotion regulation on the 18-item Difficulties in Emotion Regulation Scale - Short Form (DERS-SF)

  The DERS-SF has excellent psychometric properties regardless of age and gender variation. A 5-point Likert scale from 1 (almost never) to 5 (almost always) is employed, with higher scores indicating greater emotion regulation impairment or dysregulation (Week 10 Score - Baseline Score)

  Baseline and Week 10

• Change from baseline in emotion regulation on the 1-item Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA)

  The ERQ-CA assesses use of two emotion regulation strategies: cognitive reappraisal where a person attempts to change how they think about a situation to change its emotional impact, and expressive suppression where a person attempts to inhibit the behavioural expression of their emotions. A 5-point Likert scale from 1 (almost never) to 5 (almost always) is employed, with higher scores indicating greater emotion regulation impairment or dysregulation (Week 10 Score - Baseline Score).

  Baseline and Week 10

Secondary Outcomes (6)

• Change from baseline in mindfulness on the 10-item Child and Adolescent Mindfulness Measure (CAMM).

  Baseline and Week 10

• Change from baseline in anxiety and depression symptoms on the 4-item Patient Health Questionnaire (PHQ-4).

  Baseline and Week 10

• Change from baseline in self-esteem on the 5-item Brief Rosenberg Self-Esteem Scale.

  Baseline and Week 10

• Change from baseline in school connectedness on an adapted version of the the National Longitudinal Study of Adolescent Health School Connectedness Scale (NLSAH-SCS).

  Baseline and Week 10

• Change from baseline in home connectedness on an adapted 5-item version of the National Longitudinal Study of Adolescent Health School Connectedness Scale (NLSAH-SCS).

  Baseline and Week 10

Study Arms (1)

Mindfulness intervention

EXPERIMENTAL

The intervention will consist of 6 one-hour sessions delivered once per week in a classroom at an alternative high school during normal school hours.

Behavioral: Mindfulness Intervention

Interventions

Mindfulness Intervention BEHAVIORAL

6-week mindfulness intervention

Also known as: Learning to Breathe Program

Mindfulness intervention

Eligibility Criteria

• Age: 15 Years - 19 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64)

You may qualify if:

• Aged 15-19 years of age
• Enrolled in two specific courses offered at Victoria Park High School

You may not qualify if:

• Unwilling to give consent
• Lack capacity to provide informed consent as determined by the educational assistant who will complete the informed consent process with each potential participant.

Sponsors & Collaborators

• University of Lethbridge: lead

Study Sites (1)

Victoria Park High School

Lethbridge, Alberta, T1J 2M4, Canada

Location

MeSH Terms

Conditions

Substance-Related Disorders; Adolescent Behavior; Emotional Regulation; Social Behavior

Condition Hierarchy (Ancestors)

Chemically-Induced Disorders; Mental Disorders; Behavior; Self-Control

Study Officials

• Cheryl Currie, PhD

  University of Lethbridge

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NA
• Masking: NONE
• Purpose: PREVENTION
• Intervention Model: SINGLE GROUP
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Associate Professor

Study Record Dates

• First Submitted: November 8, 2022
• First Posted: November 16, 2022
• Study Start: November 21, 2022
• Primary Completion: February 28, 2023
• Study Completion: February 28, 2023
• Last Updated: December 1, 2023

Record last verified: 2023-11

Data Sharing

• IPD Sharing: Will not share

Locations

CA (1)