School-based Interventions for Test Anxiety in Adolescents
NCT ID: NCT03610542
Last Updated: 2020-09-04
Study Results
The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.
Basic Information
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UNKNOWN
NA
400 participants
INTERVENTIONAL
2021-09-30
2024-12-31
Brief Summary
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Detailed Description
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Conditions
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Study Design
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RANDOMIZED
PARALLEL
TREATMENT
SINGLE
Study Groups
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Cognitive Behaviour Therapy
Cognitive behaviour therapy conducted in groups of 6-8 persons.One forty-five minute session per week for 6 weeks: Triggers for anxiety, identifying and challenging negative thoughts, relaxation, overcoming avoidance, and goal setting.
Triggers for anxiety
Students learn about different triggers for anxiety, what the signs and indicators of anxiety are, and identify their own triggers for anxiety
Identifying and challenging negative thoughts
Students learn about the types of unrealistic thoughts that underpin anxiety and how anxiety can be reduced with more realistic thoughts. Students identify their own unrealistic thoughts that contribute to anxiety and what more realistic thoughts can be used.
Relaxation
Students are taught to relax through (1) breathing exercises, (2) progressive muscle relaxation, and (3) imagery. Student practice these techniques.
Goal Setting
Students learn how to set goals, monitor goal progress, and check when goals have been achieved. Students then identify their own goals.
Overcoming avoidance
Students identify ways that they avoid anxiety-provoking situations (e.g., procrastinating exam study). Students develop plans for exposure to anxiety-provoking situations and learn study strategies to build confidence.
Cognitive Behaviour Therapy with 2 Booster Sessions
Cognitive behaviour therapy conducted in groups of 6-8 persons.One forty-five minute session per week for 6 weeks: Triggers for anxiety, identifying and challenging negative thoughts, relaxation, overcoming avoidance, and goal setting. 2 booster sessions (forty-five minutes each) will be provided at three and nine months. Each session will recap the content of the initial 6 sessions.
Triggers for anxiety
Students learn about different triggers for anxiety, what the signs and indicators of anxiety are, and identify their own triggers for anxiety
Identifying and challenging negative thoughts
Students learn about the types of unrealistic thoughts that underpin anxiety and how anxiety can be reduced with more realistic thoughts. Students identify their own unrealistic thoughts that contribute to anxiety and what more realistic thoughts can be used.
Relaxation
Students are taught to relax through (1) breathing exercises, (2) progressive muscle relaxation, and (3) imagery. Student practice these techniques.
Goal Setting
Students learn how to set goals, monitor goal progress, and check when goals have been achieved. Students then identify their own goals.
Overcoming avoidance
Students identify ways that they avoid anxiety-provoking situations (e.g., procrastinating exam study). Students develop plans for exposure to anxiety-provoking situations and learn study strategies to build confidence.
Control
This is a no intervention control arm
No interventions assigned to this group
Interventions
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Triggers for anxiety
Students learn about different triggers for anxiety, what the signs and indicators of anxiety are, and identify their own triggers for anxiety
Identifying and challenging negative thoughts
Students learn about the types of unrealistic thoughts that underpin anxiety and how anxiety can be reduced with more realistic thoughts. Students identify their own unrealistic thoughts that contribute to anxiety and what more realistic thoughts can be used.
Relaxation
Students are taught to relax through (1) breathing exercises, (2) progressive muscle relaxation, and (3) imagery. Student practice these techniques.
Goal Setting
Students learn how to set goals, monitor goal progress, and check when goals have been achieved. Students then identify their own goals.
Overcoming avoidance
Students identify ways that they avoid anxiety-provoking situations (e.g., procrastinating exam study). Students develop plans for exposure to anxiety-provoking situations and learn study strategies to build confidence.
Other Intervention Names
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Eligibility Criteria
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Inclusion Criteria
* In the upper 66th percentile of test anxiety scores
Exclusion Criteria
* Participants have a diagnosis of clinical anxiety depression or Attention Deficit Hyperactivity Disorder
14 Years
16 Years
ALL
Yes
Sponsors
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Wellcome Trust
OTHER
Manchester University
UNKNOWN
Leeds University
UNKNOWN
Liverpool John Moores University
OTHER
Responsible Party
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Central Contacts
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Other Identifiers
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EHC0341
Identifier Type: -
Identifier Source: org_study_id
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