Addressing Relational and Communication Conflicts in Families With Adolescents.

NCT07584421 | Not Yet Recruiting DMC

• 1 other identifier: MP/2026MYMP
• Study Type: interventional
• Target: 15
• Locations: 0 countries
• Sites: N/A

Brief Summary

Adolescence is a stage characterized by intense emotional and social changes. Young people experience emotions more intensely, but they do not always have the necessary tools to recognize, understand, and regulate them properly. In recent decades, the mental and emotional health of adolescents has become a priority issue on the international agenda. Organizations such as the World Health Organization and the United Nations Educational, Scientific and Cultural Organization, have noted a worrying increase in emotional and psychological problems in this population, as well as a significant lack of skills to recognize and express their emotions appropriately. An important aspect of functionality highlighted by scholars in the field is that "a functional family is not defined by the absence of stress, conflict, or problems, but by how effectively it manages them so that they do not interfere with the well-being of its members. A dysfunctional family cannot fulfill this function" (Colapinto in Roizblatt, 2006). At times, parents may experience misunderstandings or problems within the home. Sharp (2022) notes that interpersonal problems were associated with higher levels of insecure attachment in adolescent offspring, such that adolescents either dismissed the need for attachment or displayed altered concern regarding the relationship; the latter focuses more on how adolescents feel regarding the relationship they have with their parents, and if they lack help or support in acknowledging everything they are going through and feeling, this can continue into adulthood and end up harming how they relate to society and their personal relationships. Considering the context of the Mexicali Valley, characterized by social, economic, and family vulnerability, it is essential to work together on the emotional development of adolescents and the strengthening of their emotional bond with their parents. In this environment, young people not only go through the changes typical of adolescence, but they may also face complex family dynamics, limited support networks, and few opportunities for emotional education.

Conditions

Relational and Communication Conflicts Between Adolescents and Their Families

Keywords

Communication; Family Dynamics; Bonds; Adolescents; Emotions

Outcome Measures

Primary Outcomes (4)

• Changing perceptions and meanings regarding communication and family conflicts.

  Semi-structured interview. To explore the changes in the perceptions, meanings, and understandings that adolescents in the Mexicali Valley develop regarding family communication and relational conflicts, both before and after participating in a reflective workshop.

  First week and last week. Before the intervention and after the intervention.

• Strategies or lessons learned.

  Participant observation and Field notes. Describe the strategies, reflections, or lessons that adolescents develop to improve communication and the management of family conflicts.

  10 weeks. During the intervention.

• Changes in discourse.

  Participant observation and Field notes. Examine changes in adolescents' discourse regarding family communication, comparing narratives from before and after the workshop.

  10 weeks. During the intervention.

• Changes in how conflicts are interpreted.

  Participant observation and Field notes. Identify changes in the way adolescents interpret, explain, and cope with conflicts with their parents.

  10 weeks. During the intervention.

Study Arms (1)

Reflective Workshop

EXPERIMENTAL

The Reflective Workshop is a group intervention methodology designed to work with small groups of 10 to 25 participants. This methodology is based on constructivist interaction, where participants develop skills and attitudes through reflection in action. The reflective workshop is characterized by its ability to create a training space that integrates doing, feeling, and thinking, and is organized into learning activities where participants develop their skills autonomously. In addition, it focuses on group cohesion and coordination, providing useful tools and techniques for intervention.

Behavioral: Reflective Workshop

Interventions

Reflective Workshop BEHAVIORAL

The Reflective Workshop is a group intervention methodology designed to work with small groups of 10 to 25 participants. This methodology is based on constructivist interaction, where participants develop skills and attitudes through reflection in action. The reflective workshop is characterized by its ability to create a training space that integrates doing, feeling, and thinking, and is organized into learning activities where participants develop their skills autonomously. In addition, it focuses on group cohesion and coordination, providing useful tools and techniques for intervention. There will be between 8 and 10 sessions, each lasting 90 minutes, where we will mainly work with adolescents on recognizing their emotions.

Reflective Workshop

Eligibility Criteria

• Age: 15 Years - 17 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• Adolescents aged 15 to 17
• Students enrolled in high school within the Mexicali Valley.
• Adolescents who have difficulty identifying or expressing their emotions, such as trouble recognizing what they are feeling.
• Adolescents who report difficulties in their relationship or communication with their parents.
• Must have informed consent from parents or guardians and the adolescent's consent to participate in the intervention.
• Availability to attend the intervention program sessions during the established period.

You may not qualify if:

• Adolescents outside the established age range.
• Presence of psychological disorders or diagnosed conditions requiring immediate specialized clinical care.
• Adolescents currently undergoing intensive psychotherapy focused on similar emotional issues.
• Lack of authorization from parents or legal guardians.
• Repeated absences or inability to maintain continuity in the program.

Sponsors & Collaborators

• Universidad Autonoma de Baja California: lead

MeSH Terms

Conditions

Communication

Condition Hierarchy (Ancestors)

Behavior

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NA
• Masking: NONE
• Purpose: TREATMENT
• Intervention Model: SINGLE GROUP
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: full-time professor

Model Details: Implement a reflective workshop aimed at adolescents living in the Mexicali Valley, which promotes knowledge, understanding, and expression of emotions, thereby strengthening the emotional bond with their parents. This would consist of 8-10 sessions, each lasting 90 minutes, for male and female adolescents aged 15-17.

Study Record Dates

• First Submitted: March 26, 2026
• First Posted: May 13, 2026
• Study Start (Estimated): August 30, 2026
• Primary Completion (Estimated): October 30, 2026
• Study Completion (Estimated): March 15, 2028
• Last Updated: May 13, 2026

Record last verified: 2026-05