Immersive Training on Metacognitive Capacities of Young People

NCT05899257 | Recruiting

• 1 other identifier: VRT001
• Study Type: interventional
• Target: 55
• Locations: 1 country
• Sites: 1

Brief Summary

Metacognitive abilities and self-knowledge are necessary for psychological maturation and good mental functioning of individuals. It is generally agreed that an adequate representation of oneself and others is essential to establish functional interpersonal relationships. These metacognitive abilities are not adequately developed in patients with various mental health problems, such as personality disorders, eating disorders, psychosis, and depression, and are associated with the severity of the pathology. Self-awareness is a central element that begins to consolidate during adolescence. For that reason, the investigators aim to evaluate the effects of immersive training on the metacognitive abilities and self-knowledge of young people. Based on the repertory grid technique (RGT), our research team has developed a brief immersive training to enhance metacognitive abilities. This intervention facilitates the exploration of personal identity in a safe environment. Specifically, it is an immersion in the person's own world of meanings using Virtual Reality (VR), with the Explore Your Meanings (EYME) tool, a technological platform created to help mental health professionals to enhance the personal development and therapeutic change of their clients. Expected results include an increase in participants' self-concept clarity, metacognition, and reflective function as well as a deeper knowledge about their relationship with various aspects of self-knowledge and self-esteem.

Conditions

Self; Self-Perception; Self Esteem

Keywords

mentalization; self-knowledge; reflective function; virtual reality; self-identity; mental map; sense of identity

Outcome Measures

Primary Outcomes (3)

• Change from baseline Self Concept Clarity after two weeks, and at one-month follow-up

  Self-concept clarity is assessed with the Self-Concept Clarity Scale (SCCS) created by Campbell et al. (1996) and adapted to Spanish by Feixas, et al (2023).

  SCCS will be administered at baseline, after two weeks, and at one-month follow-up.

• Change from baseline Metacognition after two weeks, and at one-month follow-up

  Metacognition will be assessed with the Metacognition Self-Assessment Scale (MSAS) created by Semerari et al. (2003) and adapted to Spanish by Feixas, et al. (2023).

  MSAS will be administered at baseline, after two weeks, and at one-month follow-up.

• Change from baseline Reflective Functioning after two weeks, and at one-month follow-up

  Reflective Functioning or mentalization will be assessed using the Reflective Functioning Questionnaire (RFQ-8) created by Fonagy et al. (2016) and adapted to Spanish by Ruiz-Parra et al (2023).

  Frame: RF will be administered at baseline, after two weeks, and at one-month follow-up.

Secondary Outcomes (5)

• Change from baseline Self-esteem after two weeks, and at one-month follow-up

  RSE will be administered at baseline, after two weeks, and at one-month follow-up.

• Change from baseline Psychological distress, after one and two weeks, and at one-month follow-up

  CORE-OM will be administered at baseline, after one and two weeks (using short forms version CORE-SFB), and at one-month follow-up.

• Change from baseline Depression, Anxiety and Stress, after two weeks and at one-month follow-up

  DASS-21 will be administered at baseline, after two weeks, and at one-month follow-up.

• Change from Life Satisfaction after two weeks, and at one-month follow-up

  LSS will be administered at baseline, after two weeks, and at one-month follow-up.

• Satisfaction with intervention

  CRES-4 will be administered at the one-month follow-up.

Other Outcomes (1)

• Self-knowledge

  Self-knowledge assessment will be conducted after one week.

Study Arms (1)

Immersive Training using EYME-Explore Your Meanings

EXPERIMENTAL

Immersive training based on the RGT and EYME to improve the metacognitive abilities and self-knowledge of young people.

Behavioral: Immersive Training using EYME

Interventions

Immersive Training using EYME BEHAVIORAL

Psychological assessment based on the RGT with EYME-Explore Your Meanings, a digital platform to explore the structure and content of personal identity with Virtual Reality.

Immersive Training using EYME-Explore Your Meanings

Eligibility Criteria

• Age: 18 Years - 29 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64)

You may qualify if:

• Volunteers between 18 and 29 years of age

You may not qualify if:

• Diagnosis of a mental disorder (current or in the last year)
• Current psychological or psychiatric treatment
• Suicidal ideation
• Insufficient level of competence to communicate in Spanish or English

Sponsors & Collaborators

• University of Barcelona: lead
• European Union: collaborator
• Universitat Autonoma de Barcelona: collaborator

Study Sites (1)

University of Barcelona

Barcelona, Catalonia, 08035, Spain

RECRUITING

Related Publications (24)

• Bados, A., Solanas, A. y Andrés, R. (2005). Psychometric properties of the Spanish version of Depression, Anxiety and Stress Scales. Psicothema, 17, 679-683.

  BACKGROUND

• Campbell, J. D., Trapnell, P. D., Heine, S. J., Katz, I. M., Lavellee, L. F., y Lehman, D. R. (1996). Self-concept clarity: Measurement, personality correlates, and cultural boundaries. Journal of Personality and Social Psychology, 70, 141-156

  BACKGROUND

• Carapeto MJ, Feixas G. The Organization of Self-Knowledge in Adolescence: Some Contributions Using the Repertory Grid Technique. Eur J Investig Health Psychol Educ. 2020 Feb 5;10(1):408-423. doi: 10.3390/ejihpe10010031.

  PMID: 34542494 BACKGROUND

• Evans C, Connell J, Barkham M, Margison F, McGrath G, Mellor-Clark J, Audin K. Towards a standardised brief outcome measure: psychometric properties and utility of the CORE-OM. Br J Psychiatry. 2002 Jan;180:51-60. doi: 10.1192/bjp.180.1.51.

  PMID: 11772852 BACKGROUND

• Feixas, G., Alabèrnia-Segura, M. & García-Gutiérrez, A. (July, 2022). Using Virtual Reality to investigate self-identity: A case illustration of EYME-Explore Your Meanings. Paper presented in the panel Applied Personality Psychology (Chair: M. Cordero). 20th European Conference of Personality. Madrid

  BACKGROUND

• Feixas, G., Carulla-Flix, A. et al (2023). Adaptación al español y propiedades psicométricas de la Escala de Autoevaluación de la Metacognición. Manuscript in preparation.

  BACKGROUND

• Feixas, G. y Cornejo, J. M. (1996). Manual de la técnica de rejilla mediante el programa RECORD ver. 2.0. Barcelona: Paidós.

  BACKGROUND

• Feixas, G., Fernández-Espejo, M., et al (2023). Adaptación al español y propiedades psicométricas de la Escala de Claridad de Autoconcepto. Manuscript in preparation..

  BACKGROUND

• Feixas, G., Geldschläger, H., Carmona, M. y Garzón, B. (2002). Sistema de categorías de contenido para codificar constructos personales. Revista de Psicología General y Aplicada, 55, 337-348.

  BACKGROUND

• Feixas, G., Pucurull, O., Roca, C., Paz, C., García-Grau, E., Bados, A. (2012). Escala de Satisfacción con el tratamiento recibido (CRES-4): La versión en español. Revista de Psicoterapia, 89(23), 51-58.

  BACKGROUND

• Fonagy P, Luyten P, Moulton-Perkins A, Lee YW, Warren F, Howard S, Ghinai R, Fearon P, Lowyck B. Development and Validation of a Self-Report Measure of Mentalizing: The Reflective Functioning Questionnaire. PLoS One. 2016 Jul 8;11(7):e0158678. doi: 10.1371/journal.pone.0158678. eCollection 2016.

  PMID: 27392018 BACKGROUND

• Fransella, F., Bell, R. y Bannister, D. (2004). A Manual for Repertory Grid Technique (2nd. ed.). Wiley.

  BACKGROUND

• Garcia-Gutierrez, A. y Feixas, G. (2018). GRIDCOR: A Repertory Grid Analysis Tool (Version 6.0) [Web application]. Retrieved from http://www.repertorygrid.net/en

  BACKGROUND

• Katznelson H. Reflective functioning: a review. Clin Psychol Rev. 2014 Mar;34(2):107-17. doi: 10.1016/j.cpr.2013.12.003. Epub 2013 Dec 29.

  PMID: 24486522 BACKGROUND

• Kelly, G. A. (1955). The Psychology of Personal Constructs (2 vols). Norton.

  BACKGROUND

• Lang TA, Altman DG. Basic statistical reporting for articles published in biomedical journals: the "Statistical Analyses and Methods in the Published Literature" or the SAMPL Guidelines. Int J Nurs Stud. 2015 Jan;52(1):5-9. doi: 10.1016/j.ijnurstu.2014.09.006. Epub 2014 Sep 28. No abstract available.

  PMID: 25441757 BACKGROUND

• Lovibond PF, Lovibond SH. The structure of negative emotional states: comparison of the Depression Anxiety Stress Scales (DASS) with the Beck Depression and Anxiety Inventories. Behav Res Ther. 1995 Mar;33(3):335-43. doi: 10.1016/0005-7967(94)00075-u.

  PMID: 7726811 BACKGROUND

• Martin-Albo J, Nuniez JL, Navarro JG, Grijalvo F. The Rosenberg Self-Esteem Scale: translation and validation in university students. Span J Psychol. 2007 Nov;10(2):458-67. doi: 10.1017/s1138741600006727.

  PMID: 17992972 BACKGROUND

• Morejón, A. J. V., García-Bóveda, R. J., y Jiménez, R. V. (2004). Escala de autoestima de Rosenberg: fiabilidad y validez en población clínica española. Apuntes de Psicología, 22(2), 247-255.

  BACKGROUND

• Pedone, R., Semerari, A., Riccardi, I., Procacci, M., Nicolò, G., & Carcione, A. (2017). Development of a self-report measure of metacognition: The metacognition self-assessment scale (MSAS). Instrument description and factor structure. Clinical Neuropsychiatry, 14(3), 185-194.

  BACKGROUND

• Rosenberg, M. (1965). Society and the adolescent self-image. Princeton University Press.

  BACKGROUND

• Ruiz-Parra E, Manzano-Garcia G, Mediavilla R, Rodriguez-Vega B, Lahera G, Moreno-Perez AI, Torres-Cantero AM, Rodado-Martinez J, Bilbao A, Gonzalez-Torres MA. The Spanish version of the reflective functioning questionnaire: Validity data in the general population and individuals with personality disorders. PLoS One. 2023 Apr 6;18(4):e0274378. doi: 10.1371/journal.pone.0274378. eCollection 2023.

  PMID: 37023214 BACKGROUND

• Trujillo A, Feixas G, Bados A, Garcia-Grau E, Salla M, Medina JC, Montesano A, Soriano J, Medeiros-Ferreira L, Canete J, Corbella S, Grau A, Lana F, Evans C. Psychometric properties of the Spanish version of the Clinical Outcomes in Routine Evaluation - Outcome Measure. Neuropsychiatr Dis Treat. 2016 Jun 21;12:1457-66. doi: 10.2147/NDT.S103079. eCollection 2016.

  PMID: 27382288 BACKGROUND

• Neimeyer, R. A. (1993). Constructivist approaches to the measurement of meaning (pp. 58-103). In G. J. Neimeyer (Ed) Constructivist Assessment: A Casebook. Sage.

  BACKGROUND

Study Officials

• Guillem Feixas, PhD

  University of Barcelona

  PRINCIPAL INVESTIGATOR

Central Study Contacts

Guillem Feixas, PhD

CONTACT

+34933125100; gfeixas@ub.edu

Study Design

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

Model Details: Single-group pre-post design with a one-month follow-up

Study Record Dates

• First Submitted: May 14, 2023
• First Posted: June 12, 2023
• Study Start: May 1, 2023
• Primary Completion: May 1, 2026
• Study Completion (Estimated): December 1, 2026
• Last Updated: February 3, 2026

Record last verified: 2026-01

Data Sharing

• IPD Sharing: Will share
• Shared Documents: STUDY PROTOCOL
• Time Frame: Data will be available after six months of study completion
• Access Criteria: Researchers who provide a methodologically sound proposal whose proposed use of the data has been approved by an independent review committee

Locations

ES (1)