School-Based Intervention to Enhance Resilience and Stress Coping in Rural Chinese Adolescents
For patients and families
In plain language
An automatic summary of structured registry data. It is an orientation aid, not a substitute for the official protocol or a physician assessment.
- What is being studied
- The protocol lists: Psychoeducation, guided written therapy, wait-list condition.
- Who it may be relevant to
- Registry conditions: Stress, Emotional, Stress-related Mental Disorders. Basic parameters: 10 years — 18 years · All.
- What needs checking
- Age, condition and sex are only basic indicators. Prior treatment, laboratory values and other mandatory requirements appear in the eligibility criteria below.
- Where it takes place
- China
- Next step
- Save the trial, show it to the treating physician, and confirm current recruitment with the study center. Costs, documents and travel →
Unsure about the terms? Read our patient guide →
Official title
Enhancing Stress Resilience and Coping Skills Among Adolescents in Rural China Through School-Based Psychological Interventions: A Cluster Randomized Controlled Trial
Overview
This study aims to evaluate the effectiveness of school-based psychological interventions in improving stress resilience and coping skills among adolescents in rural China. The intervention seeks to reduce stress-related mental health symptoms, including depression, anxiety, and post-traumatic stress, measured using validated instruments such as the Patient Health Questionnaire-9 (PHQ-9), the Generalized Anxiety Disorder 7-item scale (GAD-7), and the Child PTSD Symptom Scale for DSM-5 (CPSS-5). (See Appendix for full scale descriptions.) Participants will be recruited from rural middle schools and randomly assigned to either an intervention group or a wait-list control group. The intervention consists of four sessions delivered over one week. Assessments will be conducted at baseline, immediately after the intervention, and again at a 3-month and 6-month follow-ups. Researchers will use multilevel modeling (MLM) and structural equation modeling (SEM) to examine potential mediators and moderators of intervention effects, including emotion recognition, alexithymia, and coping strategies. indings are expected to provide evidence on the effectiveness and mechanisms of an existing, school-based psychological intervention tailored to the needs of adolescents in underserved rural settings.
Interventions
- Behavioral Psychoeducation
Psychoeducation sessions for adolescents focus on essential topics like stress, emotional distress, and mental disorders, offering foundational knowledge to enhance their understanding and ability to manage these challenges effectively. - Behavioral guided written therapy
In the guided writing intervention, students are asked to write about a recent event that triggered strong emotions on paper and, based on the requirements of each session, attempt to regulate their emotions. This approach aims to enhance students' abilities in emotional identification and emotion regulation. - Behavioral wait-list condition
Participants will engage in their regular school activities, and after the intervention group completes the program, they will receive the same intervention content as the intervention group.
Primary outcome measures
- PTSD for adolescents [Time frame: baseline, post treatment (2 weeks after baseline), 3 month after post treatment]
- Depression [Time frame: baseline, post treatment (2 weeks after baseline), 3 month after post treatment]
- Insomnia Severity [Time frame: baseline, post treatment (2 weeks after baseline), 3 month after post treatment]
- Generalized anxiety disorder [Time frame: baseline, post treatment (2 weeks after baseline), 3 month after post treatment]
- Alexithymia [Time frame: baseline, post treatment (2 weeks after baseline), 3 month after post treatment]
- Emotion awareness [Time frame: baseline, post treatment (2 weeks after baseline), 3 month after post treatment]
Secondary outcome measures (7)
- Resilience [Time frame: baseline, post treatment (2 weeks after baseline), 3 month after post treatment]
- Self-esteem [Time frame: baseline, post treatment (2 weeks after baseline), 3 month after post treatment]
- Subjective Happiness Scale [Time frame: baseline, post treatment (2 weeks after baseline), 3 month after post treatment]
- Frustration [Time frame: baseline, post treatment (2 weeks after baseline), 3 month after post treatment]
- Irritability [Time frame: baseline, post treatment (2 weeks after baseline), 3 month after post treatment]
- Cognitive emotion regulation [Time frame: baseline, post treatment (2 weeks after baseline), 3 month after post treatment]
- Game Addiction Scale [Time frame: baseline, post treatment (2 weeks after baseline), 3 month after post treatment]
Eligibility criteria
Inclusion criteria
- Currently enrolled middle school students attending regular school classes
- Sufficient functional capacity in hearing, speaking, reading, and writing to participate in intervention activities and assessments.
Exclusion criteria
- Individuals assessed to be at high risk of suicide, based on screening or clinical judgment
- Diagnosis of severe mental disorders (e.g., psychotic disorders, severe mood disorders) that would interfere with participation or require more intensive clinical care
Criteria are shown verbatim from the registry (in English). Final eligibility is always assessed by the study center.
Healthy volunteers: Yes
Study design
- Allocation
- Randomized
- Model
- Parallel assignment
- Masking
- Single blind
- Primary purpose
- Prevention
Study locations
China · 1 center
- Biancun middle school — Hebei
Identifiers
NCT: NCT07115186 · School interv. rural Adolscent