Effects of a Relaxation and Guided Imagery Intervention in School Context
NCT ID: NCT06101225
Last Updated: 2023-11-07
Study Results
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Basic Information
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RECRUITING
NA
240 participants
INTERVENTIONAL
2023-10-09
2026-06-30
Brief Summary
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Detailed Description
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Method: The MindRegulation intervention will be developed in the classroom for 15 minutes before learning activities, three times per week, for five months, and its effects will be measured on a range of emotional, physiologic, and cognitive outcomes. Twelve classes will be randomly distributed into three conditions: (a) relaxation and guided imagery, (b) just relaxation, and (c) waitlist control. The RCT includes four data collection times: pretest, intermediate, posttest, and a six-month follow-up. The sample comprises 240 students, third and fourth graders from elementary school, between 8 and 11 years old. The variables measured in the study are: well-being, affect, anxiety, emotional regulation, socioemotional competencies, attention and processing speed, physiologic responses of arousal, stress, and well-being, and perceived benefits of the intervention. The psychometric properties of the subjective measures show they are adequate for the study population and language, except for the self-esteem scale that will be validated to the study target population.
Discussion: Improvements on the children's well-being, socioemotional regulation, cognitive function, physiologic activity and academic performance are expected after five months of MindRegulation intervention and changes on physiologic activity are expected during each MindRegulation session. Mediation effects are expected for emotional regulation, well-being and anxiety variables, from participating in the intervention in the outcome variables such as socioemotional competence, cognitive function and academic performance. Additionally, well-being and anxiety levels at pretest are expected to moderate the intervention effects.
Conditions
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Study Design
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RANDOMIZED
PARALLEL
Interventions (a and b) will be held during 15 minutes in class, 3 school days per week, for 5 months. Data on all measures of the study will be collected at 4 data points: before the intervention (T0), during the intervention (TIntermediate); immediately after the intervention end (T1), and at follow-up (T2), 6 months after the intervention end, for the experimental (a) and alternative condition (b) groups. After follow-up, the waiting list control group will receive intervention (a), for 5 months, after which a post-intervention measurement will be performed.
PREVENTION
DOUBLE
Study Groups
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RegularMente Intervention
1. Relaxation exercises, breathing and closing the eyes, focusing on body parts;
2. The proposal of a guided imagery through narrated scripts, leading children through the visualization of beautiful scenarios and exposure to Social and Emotional Learning content - based on the Collaborative for Academic, Social, and Emotional Learning framework (CASEL), in three major themes: Me with myself (self-awareness and self-management); Me with the others (social-awareness and relationships skills); Me with the world (responsible decision making and social awareness);
3. Instructions for self-regulation of body posture and the use of touch (shoulders) to support children in posture regulation.
MindRegulation Intervention
The intervention is developed in class for 15 minutes before learning activities, three times per week, for five months - 57 sessions. Six different scripts with socioemotional learning content (based on CASEL framework) for each of the three themes will be applied.
Relaxation
Relaxation exercises, breathing and closing the eyes, focusing on body parts.
Relaxation
The relaxation condition will be developed in the same way as in RegularMente intervention, but without the guided imagery with SEL component. Relaxation exercises applied in class 15 minutes before learning activities, three times per week, for five months - in a total of 57 sessions.
Control
No intervention - regular school activities.
Waiting List Control Group
No Intervention.
Interventions
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MindRegulation Intervention
The intervention is developed in class for 15 minutes before learning activities, three times per week, for five months - 57 sessions. Six different scripts with socioemotional learning content (based on CASEL framework) for each of the three themes will be applied.
Relaxation
The relaxation condition will be developed in the same way as in RegularMente intervention, but without the guided imagery with SEL component. Relaxation exercises applied in class 15 minutes before learning activities, three times per week, for five months - in a total of 57 sessions.
Waiting List Control Group
No Intervention.
Other Intervention Names
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Eligibility Criteria
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Inclusion Criteria
Exclusion Criteria
* Not being able to provide self-report due to intellectual, physical or sensory disabilities.
7 Years
12 Years
ALL
Yes
Sponsors
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Faculdade de Psicologia, Universidade de Lisboa
UNKNOWN
ISCTE-IUL
UNKNOWN
ISAMB - Faculdade de Medicina da Universidade de Lisboa
UNKNOWN
Technical University of Lisbon
OTHER
Universidade Católica Portuguesa
OTHER
Universidade Lusófona de Humanidades e Tecnologias
OTHER
Universidade Nova de Lisboa
OTHER
Universidade Autónoma de Lisboa
OTHER
Responsible Party
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Iolanda Costa Galinha
Associate Professor
Principal Investigators
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Iolanda C. Galinha, Phd
Role: PRINCIPAL_INVESTIGATOR
Universidade Autónoma de Lisboa
Locations
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Universidade Autónoma de Lisboa
Lisbon, , Portugal
Countries
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Central Contacts
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Facility Contacts
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References
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Goodman R. Psychometric properties of the strengths and difficulties questionnaire. J Am Acad Child Adolesc Psychiatry. 2001 Nov;40(11):1337-45. doi: 10.1097/00004583-200111000-00015.
Gullone E, Taffe J. The Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA): a psychometric evaluation. Psychol Assess. 2012 Jun;24(2):409-17. doi: 10.1037/a0025777. Epub 2011 Oct 24.
Harris MA, Donnellan MB, Trzesniewski KH. The Lifespan Self-Esteem Scale: Initial Validation of a New Measure of Global Self-Esteem. J Pers Assess. 2018 Jan-Feb;100(1):84-95. doi: 10.1080/00223891.2016.1278380. Epub 2017 Feb 21.
Holder MD, Klassen A. Temperament and happiness in children. J Happiness Stud [Internet]. 2010;11(4):419-39. Available from: http://dx.doi.org/10.1007/s10902-009-9149-2.
Keyes CL. Mental health in adolescence: is America's youth flourishing? Am J Orthopsychiatry. 2006 Jul;76(3):395-402. doi: 10.1037/0002-9432.76.3.395.
Mather M, Thayer J. How heart rate variability affects emotion regulation brain networks. Curr Opin Behav Sci. 2018 Feb;19:98-104. doi: 10.1016/j.cobeha.2017.12.017.
Spielberger CD, Edwards CD, Lushene RE, Montuori J, Platzek D. The state-trait anxiety inventory for children (preliminary manual). Palo Alto, CA: Consulting Psychologists Press; 1973.
Wechsler D. Escala de Inteligência de Wechsler para Crianças - Terceira Edição. Lisboa: Cegoc; 2003.
Brickenkamp, R., & Zilmer, E. d2 Test of Attention (d2) [Database record]. APA PsycTests. 1998. Available from: https://doi.org/10.1037/t03299-000
Carvalho JS, Pereira S, Marques-Pinto N, Marôco A. Psychometric properties of the Mental Health Continuum-Short Form: A study of Portuguese speaking children/youths. Journal of Child and Family Studies. 2016;25(7):2141-54.
Coelho VA, Sousa V, Marchante M. Social and Emotional Competencies Evaluation Questionnaire-Teacher's Version: Validation of a Short Form. Psychol Rep. 2016 Aug;119(1):221-36. doi: 10.1177/0033294116656617. Epub 2016 Jun 28.
Coelho VA, Sousa V. Validação do questionário de avaliação de competências socioemocionais para alunos de 1o e 2o ciclo do ensino básico. Int J Dev Educ Psychol Rev INFAD psicol. 2020;2(1):431-40.
de Carvalho JS, Pinto AM, Marôco J. Results of a mindfulness-based social-emotional learning program on Portuguese elementary students and teachers: A quasi-experimental study. Mindfulness (N Y) [Internet]. 2017;8(2):337-50. Available from: http://dx.doi.org/10.1007/s12671-016-0603-z.
Dias P, Gonçalves MS-C-C. Avaliação da ansiedade e da depressão em crianças e adolescentes (STAI-C-C2, CMAS-R, FSSC-R e CDI): Estudo normativo para a população portuguesa. In: Soares AP, Araújo S, Caires S, editors. Avaliação da ansiedade e da depressão em crianças e adolescentes. 1999. p. 553-64.
Galinha IC, de Carvalho JLDCS, de Oliveira ACP, Arriaga P, Gaspar AD, Silva HP, Ortega V. MindRegulation-SEL: randomized controlled trial of the effects of a relaxation and guided imagery intervention with socioemotional learning on the psychological and biophysiological well-being, socioemotional development, cognitive function and academic achievement of elementary school children. Trials. 2025 Jun 3;26(1):187. doi: 10.1186/s13063-025-08899-3.
Other Identifiers
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MindRegulation BIAL212/22
Identifier Type: -
Identifier Source: org_study_id
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