School-Based Intervention to Enhance Resilience and Stress Coping in Rural Chinese Adolescents

Официальное название

Enhancing Stress Resilience and Coping Skills Among Adolescents in Rural China Through School-Based Psychological Interventions: A Cluster Randomized Controlled Trial

Обзор

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.

Вмешательства

• Поведенческое 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.
• Поведенческое 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.
• Поведенческое 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.

Первичные конечные точки

• PTSD for adolescents [Срок оценки: baseline, post treatment (2 weeks after baseline), 3 month after post treatment]
• Depression [Срок оценки: baseline, post treatment (2 weeks after baseline), 3 month after post treatment]
• Insomnia Severity [Срок оценки: baseline, post treatment (2 weeks after baseline), 3 month after post treatment]
• Generalized anxiety disorder [Срок оценки: baseline, post treatment (2 weeks after baseline), 3 month after post treatment]
• Alexithymia [Срок оценки: baseline, post treatment (2 weeks after baseline), 3 month after post treatment]
• Emotion awareness [Срок оценки: baseline, post treatment (2 weeks after baseline), 3 month after post treatment]

Вторичные конечные точки (7)

• Resilience [Срок оценки: baseline, post treatment (2 weeks after baseline), 3 month after post treatment]
• Self-esteem [Срок оценки: baseline, post treatment (2 weeks after baseline), 3 month after post treatment]
• Subjective Happiness Scale [Срок оценки: baseline, post treatment (2 weeks after baseline), 3 month after post treatment]
• Frustration [Срок оценки: baseline, post treatment (2 weeks after baseline), 3 month after post treatment]
• Irritability [Срок оценки: baseline, post treatment (2 weeks after baseline), 3 month after post treatment]
• Cognitive emotion regulation [Срок оценки: baseline, post treatment (2 weeks after baseline), 3 month after post treatment]
• Game Addiction Scale [Срок оценки: baseline, post treatment (2 weeks after baseline), 3 month after post treatment]

Критерии участия

Критерии включения

• 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.

Критерии исключения

• 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

Критерии приведены из реестра в оригинале (на английском). Окончательную оценку соответствия проводит исследовательский центр.

Здоровые добровольцы: Да

Дизайн исследования

Распределение

Рандомизированное

Модель

Параллельные группы

Маскирование

Простое слепое

Основная цель

Профилактика

Центры проведения

Китай · 1 центр

• Biancun middle school — Hebei

Идентификаторы

NCT: NCT07115186 · School interv. rural Adolscent

Первоисточники (государственные реестры)

• ClinicalTrials.gov (NIH, США)

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