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| ID | Type | Description | Link |
|---|---|---|---|
| K01MH120321 | U.S. NIH Grant/Contract | View source |
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| Name | Class |
|---|---|
| National Institute of Mental Health (NIMH) | NIH |
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This study will identify components for inclusion in a coping intervention package to reduce mental health problems among children exposed to high interparental conflict after parental separation/divorce. Reappraisal, distraction, and relaxation coping strategies are related to fewer mental health problems among children, making intervention components based on these strategies key candidates for inclusion in an optimized coping intervention. The primary aim is to experimentally assess the main and interactive effects of three digital intervention coping components (reappraisal, distraction, relaxation) on children's coping efficacy, emotional security, and internalizing and externalizing problems. Secondary aims are to assess indirect effects of the intervention components on children's coping efficacy, emotional security, and internalizing and externalizing problems through their cognitive, emotional, and behavioral reactions to post-separation/divorce interparental conflict events.
A randomized and counterbalanced 2x2x2 factorial trial (N = 144 children, ages 9-12) will be conducted to assess the individual effects of the three digital coping intervention components. The three components to be tested will be: (1) Reappraisal (No vs. Yes), (2) Distraction (No vs. Yes), (3) Relaxation (No vs. Yes). Components that meet a priori thresholds for meaningful change will be combined to form an intervention package that will be evaluated in a subsequent randomized controlled trial.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Education | Experimental | Participants will complete an educational digital module and no skills-based digital modules. |
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| Education + Reappraisal | Experimental | Participants will complete an educational digital module and a skills-based digital module that teaches reappraisal coping. |
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| Education + Distraction | Experimental | Participants will complete an educational digital module and a skills-based digital module that teaches distraction coping. |
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| Education + Relaxation | Experimental | Participants will complete an educational digital module and a skills-based digital module that teaches relaxation coping. |
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| Education + Reappraisal + Distraction | Experimental | Participants will complete an educational digital module and two skills-based digital modules, one that teaches reappraisal coping and one that teaches distraction coping. |
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Education | Behavioral | This is a constant component; all participants will get a psychoeducation digital module. |
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| Measure | Description | Time Frame |
|---|---|---|
| interparental emotional security | Security in the Interparental Subsystem Scale - Short Form (SIS-SF; Holt et al., 2020) 17 items rated on 4 point scale (0 = not at all true, 3 = very true for me) higher scores indicate better outcome | pretest at study entry |
| interparental emotional security | Security in the Interparental Subsystem Scale - Short Form (SIS-SF; Holt et al., 2020) 17 items rated on 4 point scale (0 = not at all true, 3 = very true for me) higher scores indicate better outcome | posttest at one month after completion of the last assigned intervention module |
| interparental emotional security | Security in the Interparental Subsystem Scale - Short Form (SIS-SF; Holt et al., 2020) 17 items rated on 4 point scale (0 = not at all true, 3 = very true for me) higher scores indicate better outcome | follow-up at 3 months after completion of the last assigned intervention module |
| family emotional security | Security in the Family System Scale (SIFS; Forman & Davies, 2005) 24 items rated on 4 point scale (0 = completely disagree, 3 = completely agree). higher scores indicate better outcome | pretest at study entry |
| family emotional security | Security in the Family System Scale (SIFS; Forman & Davies, 2005) 24 items rated on 4 point scale (0 = completely disagree, 3 = completely agree). higher scores indicate better outcome | posttest at one month after completion of the last assigned intervention module |
| family emotional security | Security in the Family System Scale (SIFS; Forman & Davies, 2005) 24 items rated on 4 point scale (0 = completely disagree, 3 = completely agree). higher scores indicate better outcome |
| Measure | Description | Time Frame |
|---|---|---|
| Cognitive appraisals - conflict specific | SIS-SF Internal Representations subscale (Holt et al., 2020; 6 items) | daily (6 weeks) |
| Cognitive appraisals - general | Threat and Worry Appraisal Scale (TWAS; Sheets et al., 1996; 6 items) |
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Inclusion Criteria:
Exclusion Criteria:
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| Name | Affiliation | Role |
|---|---|---|
| Karey L O'Hara, PhD | Arizona State University | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Arizona State University | Tempe | Arizona | 85087 | United States |
Study results will be shared through presentations at conferences and submissions in peer-reviewed journals. In addition, after taking all steps necessary to minimize possible re-identification of confidential data, I will make data, codebooks, and analysis scripts available to appropriate parties to verify findings and conclusions.
one year post data collection
qualified researchers who have gained IRB approval and pre-registered their analyses
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| ID | Term |
|---|---|
| D001008 | Anxiety Disorders |
| D003863 | Depression |
| ID | Term |
|---|---|
| D001523 | Mental Disorders |
| D001526 | Behavioral Symptoms |
| D001519 | Behavior |
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| ID | Term |
|---|---|
| D004522 | Educational Status |
| ID | Term |
|---|---|
| D012959 | Socioeconomic Factors |
| D011154 | Population Characteristics |
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| Education + Reappraisal + Relaxation | Experimental | Participants will complete an educational digital module and two skills-based digital modules, one that teaches reappraisal coping and one that teaches relaxation coping. |
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| Education + Distraction + Relaxation | Experimental | Participants will complete an educational digital module and two skills-based digital modules, one that teaches distraction coping and one that teaches relaxation coping. |
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| Education + Reappraisal + Distraction + Relaxation | Experimental | Participants will complete an educational digital module and three skills-based digital modules, one that teaches reappraisal coping, one that teaches distraction coping, and one that teaches relaxation coping. |
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| Reappraisal Coping | Behavioral | This digital module will teach reappraisal coping skills. |
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| Distraction Coping | Behavioral | This digital module will teach distraction coping skills. |
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| Relaxation Coping | Behavioral | This digital module will teach relaxation coping skills. |
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| follow-up at 3 months after completion of the last assigned intervention module |
| coping efficacy | Coping Efficacy Scale (CES; Sandler et al., 2000) 7 items rated on 4 point scale (0 = not at all, 3 = very) higher scores indicate better outcome | pretest at study entry |
| coping efficacy | Coping Efficacy Scale (CES; Sandler et al., 2000) 7 items rated on 4 point scale (0 = not at all, 3 = very) higher scores indicate better outcome | posttest at one month after completion of the last assigned intervention module |
| coping efficacy | Coping Efficacy Scale (CES; Sandler et al., 2000) 7 items rated on 4 point scale (0 = not at all, 3 = very) higher scores indicate better outcome | follow-up at 3 months after completion of the last assigned intervention module |
| internalizing problems | Brief Problem Monitor (BPM; parent and child report) 6 items rated on a 3 point scale (0= not true, 2 = very true) higher scores indicate worse outcome | pretest at study entry |
| internalizing problems | Brief Problem Monitor (BPM; parent and child report) 6 items rated on a 3 point scale (0= not true, 2 = very true) higher scores indicate worse outcome | posttest at one month after completion of the last assigned intervention module |
| internalizing problems | Brief Problem Monitor (BPM; parent and child report) 6 items rated on a 3 point scale (0= not true, 2 = very true) higher scores indicate worse outcome | follow-up at 3 months after completion of the last assigned intervention module |
| externalizing problems | Brief Problem Monitor (BPM; parent and child report) 7 items rated on a 3 point scale (0= not true, 2 = very true) higher scores indicate worse outcome | pretest at study entry |
| externalizing problems | Brief Problem Monitor (BPM; parent and child report) 7 items rated on a 3 point scale (0= not true, 2 = very true) higher scores indicate worse outcome | posttest at one month after completion of the last assigned intervention module |
| externalizing problems | Brief Problem Monitor (BPM; parent and child report) 7 items rated on a 3 point scale (0= not true, 2 = very true) higher scores indicate worse outcome | follow-up at 3 months after completion of the last assigned intervention module |
| daily (6 weeks) |
| Emotional distress | SIS-SF Emotional Reactivity subscale (Holt et al., 2020; 3 items) | daily (6 weeks) |
| Physiological arousal | Responses to Stress Questionnaire for Parent Conflict Involuntary Engagement subscale (RSQ-PC; Connor-Smith et al., 2000; 3 items) | daily (6 weeks) |
| Coping behaviors - conflict specific | SIS-SF Involvement subscale (Holt et al., 2020; 3 items) | daily (6 weeks) |
| Coping behaviors - general | RSQ-PC primary control, secondary control, and disengagement coping subscales (Connor-Smith et al., 2000; 15-18 items). | daily (6 weeks) |