The aim of this randomized control trial is to examine effectiveness of individually tailored web- and mobile-based Acceptance- and Commitment Therapy interventions to promote adolescents' well-being and life-control and subsequently support their successful transition from basic education to upper secondary education. Our additional aim is to examine to what extent the effectiveness of the intervention varies according to intervention intensity and according to risk for school failure. The five-week structured intervention is delivered using the novel web-and mobile-based program Youth COMPASS following the principles of the Acceptance and Commitment Therapy (ACT). The Internet context is assumed to be particularly motivating for youth who enjoy spending time online using different social media. Internet-based interventions have several advantages; they can include more information and treatment components than traditionally delivered treatments and that intervention programs are accessible at any time and at any place. Another unique aspect of the Youth COMPASS is the fact that it is individually-tailored. Each participant have an individually assigned online coach who provides support and encouragement, reminds about Youth COMPASS, sends individualized feedback, and recommends different exercises. The study hypothetizes that the Youth COMPASS is more effective than school counseling as usual. More specifically, the Youth COMPASS is expected to be more effective when it is combined with face-to-face support than when support and feedback are provided only via the Internet. Also, the Youth COMPASS with no face-to-face support (online only) is expected to be more effective than receiving only regular school counseling. Finally, the Youth COMPASS is expected to be more effective for students at risk for school failure than for students without risk for school failure, especially when at risk-adolescents receive more intensive support (i.e., both online and face-to-face support).
The aim of this randomized control trial is to examine effectiveness of individually tailored web- and mobile-based Acceptance- and Commitment Therapy interventions to promote adolescents' well-being and life-control and subsequently support their successful transition from basic education to upper secondary education. Our additional aim is to examine to what extent the effectiveness of the intervention varies according to intervention intensity and according to risk for school failure. The five-week structured intervention is delivered using the novel web-and mobile-based program Youth COMPASS following the principles of the Acceptance and Commitment Therapy (ACT). The Internet context is assumed to be particularly motivating for youth who enjoy spending time online using different social media. Internet-based interventions have several advantages; they can include more information and treatment components than traditionally delivered treatments and that intervention programs are accessible at any time and at any place. Another unique aspect of the Youth COMPASS is the fact that it is individually-tailored. Each participant have an individually assigned online coach who provides support and encouragement, reminds about Youth COMPASS, sends individualized feedback, and recommends different exercises. The study hypothetizes that the Youth COMPASS is more effective than school counseling as usual. More specifically, the Youth COMPASS is expected to be more effective when it is combined with face-to-face support than when support and feedback are provided only via the Internet. Also, the Youth COMPASS with no face-to-face support (online only) is expected to be more effective than receiving only regular school counseling. Finally, the Youth COMPASS is expected to be more effective for students at risk for school failure than for students without risk for school failure, especially when at risk-adolescents receive more intensive support (i.e., both online and face-to-face support). The participants of the effectiveness study of the Youth COMPASS are selected from the participants of the broader longitudinal STAIRWAY (TIKAPUU in Finnish) - From Primary School to Secondary School study, which follows a community sample of Finnish adolescents (n\~850) across critical educational transitions. The overall aim of the STAIRWAY project is to broaden our understanding of the individual- and environment-related factors that promote learning, well-being and successful educational transitions.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
BASIC_SCIENCE
Masking
NONE
Enrollment
249
5-week intervention according to Acceptance and Commitment Therapy principles with the web-and mobile-based Youth COMPASS program, face-to-face support (2 meetings) and weekly online mobile support and feedback from the individually assigned coach (one third of the participants is randomly assigned to this group)
5-week intervention according to ACT principles with the web-and mobile-based Youth COMPASS program, no face-to-face support, weekly mobile online support and feedback from the individually assigned coach (one third of the participants is randomly assigned to this group)
Control group, no intervention, school counseling as usual. (one third of the participants is randomly assigned to this group)
Department of Psychology, University of Jyväskylä
Jyväskylä, Finland
Life satisfaction (Diener et al., 1985)
Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
Self-esteem (Rosenberg, 1965),
Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
Depressive symptoms (Salokangas et al., 1995)
Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
Stress (Elo et al., 2003)
Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
Difficulties and Strenghts questionnaire (SDQ, Goodman et al. 1997) measuring emotional symptoms, hyperactivity, conduct problems and prosociality
Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
Well-being in school (World Health Organization)
Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
Career choice preparedness (Koivisto et al., 2011)
Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
Educational expectations
Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
Psychological flexibility (Greco et al., 2008)
Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
Mindfulness skills (Ciarrochi et al., 2011)
Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
Identity formation (DIDS; Luyckx et al., 2008; see also Marttinen et al., 2016)
In addition to self-reports, also school register information is collected regarding academic performance, school absences and progress in studies.
Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention
Truancy
Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
Time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
School grades
In addition to self-reports, also school register information is collected.
Time frame: Four years from the baseline.
Initiation of upper secondary education
In addition to self-reports, also school register information is collected.
Time frame: Four years from the baseline.
Progress in upper secondary studies
In addition to self-reports, also school register information is collected.
Time frame: Four years from the baseline.
Changes in study field in upper secondary education
This platform is for informational purposes only and does not constitute medical advice. Always consult a qualified healthcare professional.
In addition to self-reports, also school register information is collected.
Time frame: Four years from the baseline.
Staying in vs. dropping out of education
In addition to self-reports, also school register information is collected.
Time frame: Four years from the baseline.
Graduation time
In addition to self-reports, also school register information is collected.
Time frame: Four years from the baseline.