Brief Interventions for Coping with Distress

Conditions studied

Distress, Emotional, Emotional Dysfunction, Anxiety, Depression

About this study

This study is being done to compare the effectiveness of three different skills trainings to cope with distress. These three trainings are: 1) an attention skills training, 2) an attention and reflective thought skills training, and 3) a health and wellness education training.

Interventions

• Behavioral: Online, Self-Directed Attention Skills Training with Coaching Support — The initial set of modules focus on psychoeducation about distress, the impact that cognitions/behaviors/emotions have on recent situations, and self-monitoring of worry/rumination/self-criticism. The next set of modules focus on the development of attention skills that help regulate one's emotional experience (i.e., recognizing emotions when they are happening, identifying the meaning of a given emotion experience, soothing oneself in the context of negative emotional experiences). All modules will be online and self-directed. An internet-based online platform will be used to promote engagement with and increase accessibility to between-session skills practice and treatment-related activities (e.g., self-monitoring, worksheets). Brief, weekly coaching support (from a trained, masters-level student) will be provided to promote engagement and to help clarify concepts.
• Behavioral: Online, Self-Directed Attention & Reflective Thought Skills Training with Coaching Support — The initial set of modules focus on psychoeducation about distress, the impact that cognitions/behaviors/emotions have on recent situations, and self-monitoring of worry/rumination/self-criticism. The next set of modules focus on the development of attention and reflective thinking skills that help regulate one's emotional experience (i.e., recognizing emotions when they are happening, identifying the meaning of a given emotion experience, soothing oneself in the context of negative emotional experiences). All modules will be online and self-directed. An internet-based online platform will be used to promote engagement with and increase accessibility to between-session skills practice and treatment-related activities (e.g., self-monitoring, worksheets). Brief, weekly coaching support (from a trained, masters-level student) will be provided to promote engagement and to help clarify concepts.
• Behavioral: Online, Self-Directed Health & Wellness Education Training with Coaching Support — The initial set of modules focus on psychoeducation about stress, the impact that stress has on one's life, and self-monitoring of stress. The next set of modules focus on sleep, time management, nutrition, and exercise. All modules will be online and self-directed. An internet-based online platform will be used to promote engagement with and increase accessibility to between-session skills practice and treatment-related activities (e.g., self-monitoring, worksheets). Brief, weekly coaching support (from a trained, masters-level student) will be provided to promote engagement and to help clarify concepts.

Primary outcomes

• Changes in Ability to Regulate Emotions: Emotion Regulation Questionnaire (ERQ) (Pre-Training, Post-Training (6 weeks after starting the training), and 3-Month Follow-Up)
• Changes in Ability to Distancing From Emotional Experience: Experiences Questionnaire (EQ) (Pre-Training, Post-Training (6 weeks after starting the training), and 3-Month Follow-Up)
• Changes in Ability to Regulate Attention: Attentional Control Scale (ACS) (Pre-Training, Post-Training (6 weeks after starting the training), and 3-Month Follow-Up)
• Changes in Ability to Regulate Attention in Emotional Contexts: Emotional Attentional Control Scale (eACS) (Pre-Training, Post-Training (6 weeks after starting the training), and 3-Month Follow-Up)
• Changes in Approach-Avoidance Motivation: Mental Representation of Approach Avoidance Questionnaire (MRAAQ) (Pre-Training, Post-Training (6 weeks after starting the training), and 3-Month Follow-Up)
• Changes in Positive and Negative Emotions: Modified Differential Emotions Scale (mDES) (Pre-Training, Post-Training (6 weeks after starting the training), and 3-Month Follow-Up)
• Change in Behavioral Dysregulation: Behavioral Dysregulation Scale (BDRS) (Pre-Training, Post-Training (6 weeks after starting the training), and 3-Month Follow-Up)

Eligibility information

Study locations

• Teachers College, Columbia University, New York, New York 10027 United States