A Pilot Study of a Tablet-Based Emotion Regulation Intervention for Early Adolescents

被引:2
|
作者
Houck, Christopher [1 ,2 ]
Modrowski, Crosby A. [2 ]
Hadley, Wendy [3 ]
Barker, David [1 ,2 ]
Myers, Valerie [4 ]
Bala, Kelsey [5 ]
Wickham, Brittany [1 ]
Jerrod, Tiffany [4 ]
机构
[1] Rhode Isl Hosp, Bradley Hasbro Childrens Res Ctr, Dept Child & Adolescent Psychiat, 1 Hoppin St,Suite 204, Providence, RI 02903 USA
[2] Brown Univ, Warren Alpert Med Sch, Dept Psychiat & Human Behav, Providence, RI 02912 USA
[3] Univ Oregon, Coll Educ, Eugene, OR 97403 USA
[4] Klein Buendel Inc, Golden, CO USA
[5] Rhode Isl Hosp, Childrens Res Ctr, Dept Child & Adolescent Psychiat, Providence, RI 02903 USA
来源
JOURNAL OF DEVELOPMENTAL AND BEHAVIORAL PEDIATRICS | 2022年 / 43卷 / 08期
基金
美国国家卫生研究院;
关键词
early adolescence; emotion regulation; intervention; DISTRESS TOLERANCE; IMPLICIT THEORIES; SELF-EFFICACY; HIV RISK; VALIDATION; QUESTIONNAIRE; DIFFICULTIES; BEHAVIORS; BELIEFS; IMPACT;
D O I
10.1097/DBP.0000000000001094
中图分类号
B84 [心理学]; C [社会科学总论]; Q98 [人类学];
学科分类号
03 ; 0303 ; 030303 ; 04 ; 0402 ;
摘要
Objective: This study examined the feasibility, acceptability, and preliminary outcomes of internet-based Talking About Risk and Adolescent Choices (iTRAC), a tablet intervention designed to promote emotion regulation (ER) skills among middle schoolers as a strategy for reducing risk behaviors. Methods: Adolescents (12-14 years) were recruited from 3 urban US schools for advisory groups (n = 15), acceptability testing (n = 11), and pilot testing (n = 85). Youth advisory boards and expert panels tailored content, resulting in an animated intervention of instructional videos, games, and activities designed to teach ER strategies to young adolescents. Eighty-five adolescents were randomized to the 4-module digital iTRAC intervention or a wait-list control group. Adolescents and 1 parent completed baseline and 3-month follow-up questionnaires examining ER attitudes and behaviors; adolescents also completed behavioral tasks related to distress tolerance. Results: Among those randomized to iTRAC, 88% completed all modules. Moderate effect sizes (d >= 0.36) were found from baseline to follow-up on adolescents' beliefs in the controllability of emotions, awareness of emotions, self-efficacy for managing emotions, perceived access to ER strategies, and use of ER strategies. Parent measures of adolescent regulation showed mixed results. Conclusion: A digital intervention to enhance ER skills for youth in early adolescence was feasible and demonstrated promising indicators of impact on emotional competence. Increasing adolescents' awareness of and access to ER strategies could reduce decisions driven by transient emotions, which in turn may reduce engagement in risk behaviors and resultant negative health outcomes. This brief tablet-based intervention has the potential to be self-administered and used to increase emotional competency.
引用
收藏
页码:E505 / E514
页数:10
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