Mindfulness and Relaxation Interventions in Individual Psychotherapies for Children and Adolescents
Last updated on July 2021Recruitment
- Recruitment Status
- Recruiting
- Estimated Enrollment
- 180
Summary
- Conditions
- Anxiety Disorder
- Depressive Disorder
- Hyperkinetic Disorder
- Type
- Interventional
- Phase
- Not Applicable
- Design
- Allocation: RandomizedIntervention Model: Parallel AssignmentMasking: None (Open Label)Primary Purpose: Treatment
Participation Requirements
- Age
- Between 11 years and 19 years
- Gender
- Both males and females
Description
Short session-introducing interventions with mindfulness elements (SIIME) shall be compared with session-introducing relaxation interventions (SIRI) and no session-introducing interventions (treatment as usual, (TAU)). Patients between 11 and 19 years and a primary diagnosis of hyperkinetic disorder...
Short session-introducing interventions with mindfulness elements (SIIME) shall be compared with session-introducing relaxation interventions (SIRI) and no session-introducing interventions (treatment as usual, (TAU)). Patients between 11 and 19 years and a primary diagnosis of hyperkinetic disorder, depressive disorder or anxiety disorder are invited to participate. Psychotherapy will be conducted by trainee therapists at a trainee outpatient clinic for children and adolescents. It is hypothesized that psychopathological symptomatology and therapeutic alliance improve more in the mindfulness condition than in the relaxation condition and TAU, and that mindfulness moderates the relationship between therapeutic alliance and psychopathological symptomatology stronger than the relaxation condition and TAU.
Tracking Information
- NCT #
- NCT04034576
- Collaborators
- Esslingen University of Applied Sciences
- Leibniz Institute for Research and Information in Education
- Investigators
- Principal Investigator: Julia Kalmar, Dr. Heidelberg University Principal Investigator: Johannes Mander, PD Dr. Heidelberg University Study Director: Hinrich Bents, Dr. Heidelberg University Study Director: Eva Vonderlin, Dr. Heidelberg University Study Chair: Thomas Heidenreich, Prof. Dr. University of Applied Sciences Esslingen Study Chair: Sabina Pauen, Prof. Dr. Heidelberg University Study Chair: Andreas Neubauer, Dr. Leibniz Institute for Research and Information in Education Frankfurt (Main)
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