x

We are happy to announce that all trial registrations will now be issued DOIs (digital object identifiers). For more information, see here.
effectiveness of emotion-focused program on university students: academic emotion, passion, and perceived behavioral control and self compassion
Last registered on August 20, 2019

Pre-Trial

Trial Information
General Information
Title
effectiveness of emotion-focused program on university students: academic emotion, passion, and perceived behavioral control and self compassion
RCT ID
AEARCTR-0004579
Initial registration date
August 20, 2019
Last updated
August 20, 2019 10:09 AM EDT
Location(s)

This section is unavailable to the public. Use the button below to request access to this information.

Request Information
Primary Investigator
Affiliation
tehran university
Other Primary Investigator(s)
Additional Trial Information
Status
In development
Start date
2019-08-25
End date
2019-11-17
Secondary IDs
Abstract
he Emotion Focused Training for Self-Compassion and Self-Protection (EFT-SCP) is an intervention developed to increase skills of self-compassion and protective anger with the aim to decrease self-criticism. This novel intervention was developed on the basis of the latest findings on self-criticism from Emotion-focused therapy and previous programs cultivating compassion (namely Compassion Mind Training and Mindful Self-Compassion Program). According to existing research, simply cultivating self-compassion is not always sufficient in reducing self-criticism
According to recent research, high levels of self-criticism and low levels of self-compassion are associated with psychopathology while high levels of self-compassion and low levels of self-criticism are important factors of a happy life and well-being. Specifically, research has shown a relationship between high self-criticism and social anxiety, depression, post-traumatic stress disorder, behaviors that involve inflicting self-harm, suicidal tendencies, bipolar disorder, schizophrenia, eating disorders and borderline personality disorder . Therefore self-compassion and self-criticism are clinically significant and research on interventions influencing their levels is of great importance for clinical practice.In Emotion-focused therapy, therapists coach clients towards primary adaptive emotions that “are attended to and expressed in therapy in order to access the adaptive information and action tendency to guide problem solving”
The primary aim of the present study isto evaluate the immediate and longer term impact of a 14-day internet-based version of the Emotion Focused Training for Self-Compassion and Self-protection (EFT-SCP) on self-compassion, self-criticism and their dimensions in a non-clinical population.
External Link(s)
Registration Citation
Citation
rastin, shadmehr. 2019. "effectiveness of emotion-focused program on university students: academic emotion, passion, and perceived behavioral control and self compassion." AEA RCT Registry. August 20. https://doi.org/10.1257/rct.4579-2.0.
Experimental Details
Interventions
Intervention(s)
exercises were selected and presented to participants in the following order:

Day 1: How would you treat a friend? (Gilbert 2010, p. 48; Neff 2017; Rockman and Hurley 2015, p. 5). This task was designed to evoke insight into different approaches people commonly use for treating friends and themselves during adversity and then help them to turn the more compassionate language, people usually have for their friends, towards themselves.

Day 2: Compassionate letter to myself (Gilbert 2010, p. 81; Neff 2017; Rockman and Hurley 2015, p. 22). This task involved writing about what you don’t like about yourself and how this makes you feel. The second part of the task was to imagine a compassionate friend and using their perspective, write about how this friend views your flaws.

Day 3: Letting go of a painful memory from your childhood (1st part). This task involved writing a letter from yourself as a child expressing your past pain (Halamová 2013, p. 69).

Day 4: Letting go of a painful memory from childhood (2nd part). This task involved writing a letter from one’s own perspective as an adult to themselves as a child and it was designed to enable one to express compassion and protective anger towards themselves as a child (Halamová 2013, p. 69)

Day 5: Letting go of a painful memory from childhood (3rd part). This task was to read the letter from the adult as they would do if they were a child again and to respond from the child’s perspective expressing their emotions and needs. The final exercise of this task was to respond to the child’s needs from the adult perspective (Halamová 2013, p. 69)

Day 6: Expressing protective anger (modified from Berg 2012, p. 19; Greenberg and Warwar 2006, p. 193–4; Halamová 2013, p. 57). This task involved recalling an event when someone was critical towards you or was shaming you and to imagine how your close friend would defend or protect you, then reformulate the same protective response from your perspective to the self. This task was designed to enable participants to express their protective anger.

Day 7: Expressing compassion towards the self (modified from Berg 2012, p. 21; Greenberg and Warwar 2006, p. 194; Halamová 2013, p. 59). This task involved recalling a self-critical event and imagining that this had happened to a vulnerable child. Participants were instructed to be compassionate towards the child and then turn the same compassionate response towards the self.

Day 8: Self-compassionate mirror. This task required participants to look in the mirror at the end of the day and be self-compassionate about pleasant or unpleasant events which may have occurred during the day followed by an expressive writing task to write about this experience. This task was designed to promote the experience of self-compassion (inspired by Petrocchi et al. 2017).

Day 9: Compassionate friend (Gilbert 2009; Rockman and Hurley 2015, p. 35). This task involved imagining that a compassionate friend is coming to visit you and when they arrive, they tell you all the things you need to hear at this moment in your life and they present you with a gift that has a special meaning for you.

Day 10: Self-compassion break (Neff 2017; Rockman and Hurley 2015, p. 7). This task involved recalling a stressful experience and putting your hand on your heart and saying to yourself that it is a moment of suffering, reason that other people suffer too and that you can still be kind to yourself. Participants are then instructed to write about their experience.

Day 11: Self-compassionate language (Rockman and Hurley 2015, p. 8). During this task participants were instructed to list their typical criticisms and reframe them into compassionate words towards themselves.

Day 12: Self-compassion in daily life (Germer 2016). This task involved searching for new ways to be more self-compassionate on a physical, emotional, rational, social, and spiritual level and writing about these new approaches.

Day 13: Self-compassion in everyday life. During day 14, participants were instructed to practice the new self-compassionate ways they identified on day 13 and write about their experience of using these new approaches in the evening.

Day 14: Thanksgiving. The final task involved making a list of as many things as possible that you are grateful for in your life (this task is similar to the Appreciation exercise by Gilbert 2010 and Appreciating Yourself by Germer and Neff 2013 and Rockman and Hurley 2015)
Intervention Start Date
2019-09-02
Intervention End Date
2019-10-31
Primary Outcomes
Primary Outcomes (end points)
Self-compassionate responding
Primary Outcomes (explanation)
Secondary Outcomes
Secondary Outcomes (end points)
Self-uncompassionate responding
Secondary Outcomes (explanation)
Experimental Design
Experimental Design
Participants are recruited from the general community through social media, social networking sites and health and well-being forums. t. The data collected are in accordance with the ethical standards of the institutional research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.
all participants are randomly assigned to control and eft group.paralleled single blind study has been designed.
Experimental Design Details
Not available
Randomization Method
computerized 1:1
Randomization Unit
individual
Was the treatment clustered?
No
Experiment Characteristics
Sample size: planned number of clusters
250
Sample size: planned number of observations
400
Sample size (or number of clusters) by treatment arms
3 university
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
Supporting Documents and Materials

There are documents in this trial unavailable to the public. Use the button below to request access to this information.

Request Information
IRB
INSTITUTIONAL REVIEW BOARDS (IRBs)
IRB Name
islamic azad university
IRB Approval Date
2018-12-04
IRB Approval Number
iau85212