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Completed

NCT Number: NCT03274934

The Effectiveness of the Mobile-based Youth COMPASS Program to Promote Adolescent Well-being and Life-control

The aim of this randomized control trial is to examine effectiveness of individually tailored web- and mobile-based Acceptance- and Commitment Therapy interventions to promote adolescents' well-being and life-control and subsequently support their successful transition from basic education to upper secondary education. Our additional aim is to examine to what extent the effectiveness of the intervention varies according to intervention intensity and according to risk for school failure. The five-week structured intervention is delivered using the novel web-and mobile-based program Youth COMPASS following the principles of the Acceptance and Commitment Therapy (ACT). The Internet context is assumed to be particularly motivating for youth who enjoy spending time online using different social media. Internet-based interventions have several advantages; they can include more information and treatment components than traditionally delivered treatments and that intervention programs are accessible at any time and at any place. Another unique aspect of the Youth COMPASS is the fact that it is individually-tailored. Each participant have an individually assigned online coach who provides support and encouragement, reminds about Youth COMPASS, sends individualized feedback, and recommends different exercises. The study hypothetizes that the Youth COMPASS is more effective than school counseling as usual. More specifically, the Youth COMPASS is expected to be more effective when it is combined with face-to-face support than when support and feedback are provided only via the Internet. Also, the Youth COMPASS with no face-to-face support (online only) is expected to be more effective than receiving only regular school counseling. Finally, the Youth COMPASS is expected to be more effective for students at risk for school failure than for students without risk for school failure, especially when at risk-adolescents receive more intensive support (i.e., both online and face-to-face support).

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Key information

Conditions

Well-Being Behavior Personal Satisfaction Psychological Well-Being

Age range

14 year–16 year

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

Department of Psychology, University of Jyväskylä

Jyväskylä, 40014, Finland

About this study

The aim of this randomized control trial is to examine effectiveness of individually tailored web- and mobile-based Acceptance- and Commitment Therapy interventions to promote adolescents' well-being and life-control and subsequently support their successful transition from basic education to upper secondary education. Our additional aim is to examine to what extent the effectiveness of the intervention varies according to intervention intensity and according to risk for school failure. The five-week structured intervention is delivered using the novel web-and mobile-based program Youth COMPASS following the principles of the Acceptance and Commitment Therapy (ACT). The Internet context is assumed to be particularly motivating for youth who enjoy spending time online using different social media. Internet-based interventions have several advantages; they can include more information and treatment components than traditionally delivered treatments and that intervention programs are accessible at any time and at any place. Another unique aspect of the Youth COMPASS is the fact that it is individually-tailored. Each participant have an individually assigned online coach who provides support and encouragement, reminds about Youth COMPASS, sends individualized feedback, and recommends different exercises. The study hypothetizes that the Youth COMPASS is more effective than school counseling as usual. More specifically, the Youth COMPASS is expected to be more effective when it is combined with face-to-face support than when support and feedback are provided only via the Internet. Also, the Youth COMPASS with no face-to-face support (online only) is expected to be more effective than receiving only regular school counseling. Finally, the Youth COMPASS is expected to be more effective for students at risk for school failure than for students without risk for school failure, especially when at risk-adolescents receive more intensive support (i.e., both online and face-to-face support). The participants of the effectiveness study of the Youth COMPASS are selected from the participants of the broader longitudinal STAIRWAY (TIKAPUU in Finnish) - From Primary School to Secondary School study, which follows a community sample of Finnish adolescents (n~850) across critical educational transitions. The overall aim of the STAIRWAY project is to broaden our understanding of the individual- and environment-related factors that promote learning, well-being and successful educational transitions.

Who can participate

Healthy volunteers accepted: Yes

Only the study team can determine whether someone qualifies for participation.

Inclusion criteria

  • Adolescents (n = 120) who have risk for school failure (learning difficulties or low grade point average without learning difficulties)
  • Randomly chosen adolescents (n=120) from the same classrooms who have no risk for school failure

Treatment and study plan

Experimental: face-to-face and online support group:

Behavioral

5-week intervention according to Acceptance and Commitment Therapy principles with the web-and mobile-based Youth COMPASS program, face-to-face support (2 meetings) and weekly online mobile support and feedback from the individually assigned coach (one third of the participants is randomly assigned to this group)

Experimental: only online support group:

Behavioral

5-week intervention according to ACT principles with the web-and mobile-based Youth COMPASS program, no face-to-face support, weekly mobile online support and feedback from the individually assigned coach (one third of the participants is randomly assigned to this group)

Control

Behavioral

Control group, no intervention, school counseling as usual. (one third of the participants is randomly assigned to this group)

Primary outcomes

  1. Life satisfaction (Diener et al., 1985)

    Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.

    Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.

  2. Self-esteem (Rosenberg, 1965),

    Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.

    Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.

  3. Depressive symptoms (Salokangas et al., 1995)

    Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.

    Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.

  4. Stress (Elo et al., 2003)

    Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.

    Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.

  5. Difficulties and Strenghts questionnaire (SDQ, Goodman et al. 1997) measuring emotional symptoms, hyperactivity, conduct problems and prosociality

    Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.

    Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.

  6. Well-being in school (World Health Organization)

    Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.

    Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.

  7. Career choice preparedness (Koivisto et al., 2011)

    Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.

    Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.

  8. Educational expectations

    Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.

    Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.

Secondary outcomes

  1. Psychological flexibility (Greco et al., 2008)

    Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.

    Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.

  2. Mindfulness skills (Ciarrochi et al., 2011)

    Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.

    Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.

  3. Identity formation (DIDS; Luyckx et al., 2008; see also Marttinen et al., 2016)

    Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention

    In addition to self-reports, also school register information is collected regarding academic performance, school absences and progress in studies.

  4. Truancy

    Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.

    Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.

  5. School grades

    Time frame: Four years from the baseline.

    In addition to self-reports, also school register information is collected.

  6. Initiation of upper secondary education

    Time frame: Four years from the baseline.

    In addition to self-reports, also school register information is collected.

  7. Progress in upper secondary studies

    Time frame: Four years from the baseline.

    In addition to self-reports, also school register information is collected.

  8. Changes in study field in upper secondary education

    Time frame: Four years from the baseline.

    In addition to self-reports, also school register information is collected.

  9. Staying in vs. dropping out of education

    Time frame: Four years from the baseline.

    In addition to self-reports, also school register information is collected.

  10. Graduation time

    Time frame: Four years from the baseline.

    In addition to self-reports, also school register information is collected.

Other outcomes

  1. Achievement strategies (Nurmi et al., 1995)

    Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.

    Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.

  2. Academic buoyancy (Martin & Marsh, 2008)

    Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.

    Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.

  3. Recovery from school work (see also Winwood et al., 2005)

    Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.

    Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.

  4. Child-Parent relationship (Pianta, 1992)

    Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.

    Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.

  5. Student-Teacher relationship (Pianta, 2001)

    Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.

    Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.

  6. Best Friend-Student (Bukowski et al., 1994) relationship

    Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.

    Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.

  7. Temperament (Rothbart & Ellis, 2001)

    Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.

    Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.

  8. Substance use (Rimpelä et al., 2003)

    Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.

    Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.

  9. Loneliness (World Health Organization)

    Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.

    Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.

  10. Health behaviors (World Health Organization)

    Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.

    Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.

  11. Dating

    Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.

    Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.

  12. Having hobbies

    Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.

    Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.

Sponsors and collaborators

Lead sponsor

University of Jyvaskyla

Other

Collaborators

  • the Finnish Cultural Foundation, Central Finland Regional Fund

Registry information

Official study title

The Effectiveness of the Novel Web- and Mobile-based Acceptance- and Commitment Therapy Program Youth COMPASS to Promote Adolescent Well-being and Life-control

Acronym: YouthCOMPASS

Important dates

Study start
2017
Primary completion
2017
Study completion
2019
First posted
Sep 7, 2017
Registry last updated
Apr 2, 2020

OpenTrials presents study information sourced from ClinicalTrials.gov. The official registry record should be consulted for the latest information.

View the official ClinicalTrials.gov record (opens in a new tab)

This listing is for discovery and informational purposes only. It is not medical advice, does not guarantee that a study is recruiting, and does not determine eligibility. Contact the study team and a qualified healthcare professional when considering participation.

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