Transition to College/Miami University

Overview

The current project will test whether a computerized training program, Cognitive Bias Modification (CBM), can be used as a prevention inoculation tool to reduce vulnerability to anxiety among incoming college students. Those not in the CBM condition will complete a symptom tracking condition (ST). We will also test whether ST influences vulnerability to anxiety among incoming college students.

Study Type

  • Study Type: Interventional
  • Study Design
    • Allocation: Randomized
    • Intervention Model: Parallel Assignment
    • Primary Purpose: Treatment
    • Masking: None (Open Label)
  • Study Primary Completion Date: January 2019

Interventions

  • Behavioral: Cognitive Bias Modification
    • CBM training. For those in the CBM condition, participants will complete a task. In this task, they will read ambiguous, two- to four-sentence social-related scenarios on the computer. The final word in the scenario will have a missing letter. Participants will type the missing letter. Participants will also be asked to answer a “Yes/No” comprehension question about the scenario. The missing letter will “resolve” the ambiguity of the scenario in a positive way, intended to train participants to have more positively-biased interpretations of ambiguous social information
  • Behavioral: Symptom tracking
    • Participants will track their symptoms

Arms, Groups and Cohorts

  • Experimental: Cognitive Bias Modification
    • Participants will complete three session of cognitive bias modification.
  • Other: Symptom Tracking
    • Participants will track their symptoms.

Clinical Trial Outcome Measures

Primary Measures

  • Change in Student Adjustment to College Questionnaire
    • Time Frame: Participants report on their past few days. The SACQ is administered at T1-T5. T2 occurs within ~1 week of T1/baseline. T2-T5 are spaced ~1 week apart from each other. Sessions are ~60-90 minutes.
    • Self-report on the degree to which the participant feels they are transitioning to college successfully.

Secondary Measures

  • Change in Interpretations
    • Time Frame: Participants report interpretations to a variety of situations. The IQ is administered at T1 and T4. T2 occurs within 1 week of T1/baseline. T2-T5 are spaced ~1 week apart from each other. Sessions are ~60-90 minutes.
    • A questionnaire assessing their interpretation of ambiguous, potentially anxiety-provoking situation
  • Change in Liebowitz Social Anxiety Scale-Self-Report
    • Time Frame: Participants report on symptoms during the past week. The LSAS-SR is administered at T1-T5. T2 occurs within ~1 week of T1/baseline. T2-T5 are spaced ~1 week apart from each other. Sessions are ~60-90 minutes.
    • Self-report of social anxiety symptoms

Participating in This Clinical Trial

Inclusion Criteria

  • First and Second year students – Entered college in fall of 2017 – Fluent in English – LSAS-SR score greater than or equal to 14 and less than or equal to 74.

Gender Eligibility: All

Minimum Age: 18 Years

Maximum Age: N/A

Are Healthy Volunteers Accepted: Accepts Healthy Volunteers

Investigator Details

  • Lead Sponsor
    • Miami University
  • Provider of Information About this Clinical Study
    • Principal Investigator: Elise Clerkin, Assistant Professor – Miami University
  • Overall Official(s)
    • Elise Clerkin, PhD, Principal Investigator, Miami University
  • Overall Contact(s)
    • Elise M Clerkin, PhD, 513-529-2483, clerkiem@miamioh.edu

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