Effects of a single-session implicit theories of personality intervention on recovery from social stress and long-term psychological functioning in early adolescents.

单次内隐人格干预理论对青少年早期社会压力恢复和长期心理功能的影响。

• 批准号: 8982465
• 负责人: Jessica Lee Schleider
• 金额: $ 3.09万
• 依托单位: HARVARD UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-08-01 至 2017-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8982465
• 关键词: 15 year old; Address; Adolescent; Age; Anxiety; Arousal; Arousal and Regulatory Systems; BLase; Behavior Control; Belief; Child; Clinical Sciences; Communities; Data; Development; Developmental Process; Disease; Educational process of instructing; Effectiveness; Evaluation; Galvanic Skin Response; Goals; Human; Intervention; Intervention Studies; Link; Maps; Measures; Mediating; Mental Depression; Mental Health; Mental disorders; Methods; Minority; Negative Valence; Outcome; Participant; Patient Self-Report; Personality; Physiological; Physiology; Prevention; Prevention program; Preventive; Protocols documentation; Public Health; Recovery; Relative (related person); Research; Research Domain Criteria; Research Priority; Sampling; Sinus Arrhythmia; Staging; Stress; Syndrome; System; Testing; Therapeutic; Time; Treatment Cost; Work; Youth; base; brief intervention; community setting; coping; cost; cost effective; depressive symptoms; design; developmental psychology; early adolescence; experience; heart rate variability; improved; indexing; intervention effect; novel; novel strategies; post intervention; prevent; prospective; psychologic; public health relevance; respiratory; social; social stress; theories; trait

 DESCRIPTION (provided by applicant): Efforts to prevent mental health problems in youths have advanced greatly in recent years. However, these advances have not reduced rates of youth mental illness on a large scale. Thus, a great need exists for novel, scalable, and low-cost approaches to preventing mental health problems in youth. Ideally, such approaches would be mechanism-targeted: that is, they would act on specific developmental processes that underlie psychological disorders. The proposed research aims to address this need by testing whether a single-session intervention teaching incremental theories of personality, or the belief that one's personality is malleable-as opposed to entity theories of personality, or the belief that one's personality is fixed and unchangeable-can strengthen recovery from social stress and prevent the development of anxiety and depression during early adolescence. Compared to incremental theories, entity theories of personal traits have demonstrated cross- sectional and prospective relations with greater anxiety and depression in youths. Further, a single-session incremental personality theories intervention reduced the development of depressive symptoms in a community sample of adolescents, supporting these theories as powerful prevention targets, even when taught in a brief format. Specifically, in line with the NIMH's experimental therapeutics approach to testing novel interventions, this project has two aims. Aim 1 is to evaluate the effect of the implicit theories intervention on two candidate mechanisms of action, or targets, identified by prior research: arousal (measure via physiological reactivity following social stress, as well as self-reported anxiety) and loss (here, perceived loss of behavioral control) in youths 12-15 years of age. Following a lab-based social stress induction, this study will test whether participants receiving the intervention (N=45) will recover from stress more rapidly, as indicated by measures of arousal (heart rate variability; respiratory sinus arrhythmia; galvanic skin response) and self- reported loss (increased perceived control at post-intervention or 3-, 6-, and 9-month follow-ups) compared to participants who do not receive the intervention (n =45). Aim 2 is to evaluate the effects of the single-session incremental theories intervention on anxiety and depression over nine months. This study will test whether the intervention, compared to a control protocol, prevents the development of anxiety and depression; it will also assess whether this change is a direct result of shifts in the two aforementioned targets (arousal; loss). More positive trajectories in anxiety and depression are predicted for youth receiving the intervention, relative to those in the control condition, over time. The study will aso test whether these trajectories are mediated by changes in the targets described in Aim 1. Finally, regardless of outcomes for Aims 1 and 2, baseline, postintervention, and 9-month measures will be used to map longitudinal links among implicit theories, interventions targeting those theories, social stress recovery, and youth anxiety and depression. Findings may suggest a cost-effective, scalable intervention that improves youth resiliency and mental health.

 描述（由申请人提供）：近年来，预防青少年心理健康问题的努力取得了很大进展，但是，这些进步并没有大规模降低青少年心理疾病的发病率，因此，非常需要新颖的、可扩展的、可扩展的方法。理想情况下，此类方法应以预防机制为目标：也就是说，它们将对构成心理障碍的特定发育过程起作用。拟议的研究旨在通过测试是否存在这种需求来满足这一需求。单会话干预教学增量人格理论，或者相信一个人的人格是可塑的——与人格实体理论相反，或者相信一个人的人格是固定的和不可改变的——可以加强从社会压力中的恢复，并防止焦虑和抑郁的发展。与理论相比，个人特质的实体增量理论已证明与青少年更大的焦虑和抑郁存在横向和前瞻性关系。此外，单次增量人格干预减少了理论社区样本中抑郁症状的发展。青少年，支持这些理论作为强大的预防目标，即使是以简短的形式教授的，具体来说，根据 NIMH 测试新颖干预措施的实验治疗方法，该项目有两个目标 1 是评估隐含理论干预对两个的影响。先前研究确定的候选行动机制或目标：12-15岁青少年的觉醒（通过社会压力后的生理反应以及自我报告的焦虑来衡量）和丧失（此处是感知到的行为控制丧失）继基于实验室的社会压力诱导，本研究将测试接受干预的参与者 (N=45) 是否会更快地从压力中恢复，如唤醒测量（心率变异性、呼吸性窦性心律失常、心率变异性、呼吸性窦性心律失常、心率变异性、呼吸性窦性心律失常、心率变异性、呼吸性窦性心律失常）等。 与未接受干预的参与者 (n = 45) 相比，自我报告的损失（干预后或 3、6 和 9 个月的随访中感知控制能力增强）。为了评估单次治疗理论增量干预在九个月内对焦虑和抑郁的影响，这项研究将测试与对照方案相比，干预是否可以预防焦虑和抑郁的发展；它还将评估这种变化是否有效。的直接结果随着时间的推移，相对于对照组的青少年，预计接受干预的青少年在焦虑和抑郁方面会出现更积极的变化。该研究还将测试这些变化是否会影响这些变化。最后，无论目标 1 和 2 的结果如何，基线、干预后和 9 个月的测量都将用于绘制隐含理论、针对这些理论的干预措施、社会压力恢复和研究结果可能表明一种具有成本效益、可扩展的干预措施可以提高青少年的适应能力和心理健康。