Effects of a Single-session Implicit Theories of Personality Intervention on Early Adolescent Psychopathology

Completed · Not applicable

Conditions studied: Anxiety Symptoms, Depressive Symptoms

In brief

The goal of the project is to test whether a single-session intervention teaching incremental theories of personality, or the belief that one's personality is malleable, can strengthen recovery from social stress and reduce the development of anxiety and depression during early adolescence. Results may suggest a scalable, cost-effective approach to improving youths' coping capacities and preventing adverse mental health outcomes over time.

Key facts

Study ID

NCT03132298

Run by

Harvard University

People needed

96

Starts

2015-08-17

Expected to finish

2016-10-30

Last updated by the study team

2019-02-07

Who can join

Age: 12 and older, up to 15. Sex: any. Healthy volunteers: accepted.

You may qualify if…

• Ages 12 to 15 (inclusive) at time of study enrollment
• One or more of the following (3) criteria, all assessed through an initial parent phone screen: (1) t-score of >60 (84th percentile) on any disorder subscale of the Revised Child Anxiety and Depression Scale-Parent (RCADS-P, Ebesutani et al., 2010); (2) school-based accommodations for anxiety- or depression-related symptoms, such as through an Individual Education Plan (IEP) or a 504 plan; (3) anxiety and/or depression treatment sought for the youth within the previous 3 years.

You may not qualify if…

• Psychosis, intellectual disability, pervasive developmental/autism spectrum disorder, and suicidal ideation leading to hospitalization or attempts within the past year.

Where it is running

• Harvard University — Cambridge, Massachusetts, United States

Full record on ClinicalTrials.gov

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