Improving Emotion Regulation in Adolescents With ADHD
| Status: | Recruiting |
|---|---|
| Conditions: | Psychiatric, ADHD |
| Therapuetic Areas: | Psychiatry / Psychology, Other |
| Healthy: | No |
| Age Range: | 11 - 16 |
| Updated: | 3/1/2019 |
| Start Date: | October 30, 2018 |
| End Date: | December 31, 2019 |
| Contact: | Rosanna Breaux, PhD |
| Email: | rpbreaux@vcu.edu |
| Phone: | 8048282460 |
The purpose of our study is to examine the impact of a program that provides emotion
regulation skills for adolescents aged 11-16 with Attention-Deficit/Hyperactivity Disorder
(ADHD) and poor emotion regulation. The program is called RELAX (Regulating Emotions Like An
eXpert). RELAX is an experimental intervention that may equip adolescents with emotion
regulation and conflict management skills and includes parent involvement to help parents
support adolescents' use of these skills.
regulation skills for adolescents aged 11-16 with Attention-Deficit/Hyperactivity Disorder
(ADHD) and poor emotion regulation. The program is called RELAX (Regulating Emotions Like An
eXpert). RELAX is an experimental intervention that may equip adolescents with emotion
regulation and conflict management skills and includes parent involvement to help parents
support adolescents' use of these skills.
Regulating Emotions Like An eXpert (RELAX) consists of 8 weekly 90-minute group sessions and
1 booster session 8 weeks after the completion of the RELAX intervention. The first 60
minutes of each group involve separate parent and adolescent groups. Adolescents (ages 11-16)
attend an emotion regulation and conflict management skills group, while parents attend a
group focused on how to support utilization of these skills in adolescents at home and school
through use of modeling their own emotion regulation skills and use of supportive emotion
socialization practices. For the final 30 minutes of the session, parents and adolescents
combine and complete a collaborative activity and skill rehearsal homework is discussed for
the week. Homework will be discussed at the beginning of the separate group meetings the
following week. The primary overall goal of the RELAX intervention is to assist adolescents
and parents in traveling down the Path of RELAXation by working on the three C's
(communication, coping, and conflict management skills). A multimethod assessment of
emotional, social, and family functioning will be assessed pre- and post-intervention and at
an 8 week follow-up.
1 booster session 8 weeks after the completion of the RELAX intervention. The first 60
minutes of each group involve separate parent and adolescent groups. Adolescents (ages 11-16)
attend an emotion regulation and conflict management skills group, while parents attend a
group focused on how to support utilization of these skills in adolescents at home and school
through use of modeling their own emotion regulation skills and use of supportive emotion
socialization practices. For the final 30 minutes of the session, parents and adolescents
combine and complete a collaborative activity and skill rehearsal homework is discussed for
the week. Homework will be discussed at the beginning of the separate group meetings the
following week. The primary overall goal of the RELAX intervention is to assist adolescents
and parents in traveling down the Path of RELAXation by working on the three C's
(communication, coping, and conflict management skills). A multimethod assessment of
emotional, social, and family functioning will be assessed pre- and post-intervention and at
an 8 week follow-up.
Inclusion Criteria (adolescents):
- ADHD diagnosis
- parent-reported emotion regulation in the clinical range
- full scale intelligence quotient ≥80
- English as a primary language
We found this trial at
2
sites
Virginia Commonwealth University Since our founding as a medical school in 1838, Virginia Commonwealth University...
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