Engell Thomas, Helland Siri Saugestad, Vira Emily Gabriela, Berg Silje, Kvamme Line Solheim, Kjøbli John, Bergseth Josefine, Brenne Inga, Bang Nes Ragnhild, Røysamb Espen, Brager-Larsen Line, Jeneson Anette, Lønsetteig Ane, Vangen Ole-Martin, Leinan Knut-Petter, Mellblom Anneli
Regional Centre for Child and Adolescent Mental Health, Oslo, Norway.
Norwegian Institute of Public Health, Oslo, Norway.
BMC Health Serv Res. 2025 May 2;25(1):639. doi: 10.1186/s12913-025-12661-5.
This protocol describes a study designed to test the implementability and proximal effects of a transdiagnostic mental health intervention for adolescents in school health services. The study is driven by the urgent need to address the rising mental health challenges among adolescents, exacerbated by the COVID-19 pandemic. Leveraging implementation science and evidence-informed intervention elements, this co-designed intervention focuses on emotion regulation (ER) as a central target for usable prevention and support.
The study employs a mixed-methods approach, integrating intensive longitudinal experience sampling (daily measures for 13 weeks), a micro trial, pre-, post-, and follow-up measures, audio recordings, and qualitative interviews to triangulate data from school nurses and adolescent participants. The research questions span the domains of intervention implementability, barriers and facilitators to implementation, proximal outcomes for adolescents' emotion regulation, the mechanisms driving the intervention's proximal effects, and response burden in experience sampling. The study aims to recruit a minimum of 25 health nurses and 46 adolescents.
The study is novel in using mixed methods from multiple theoretical paradigms to examine ER as a dynamic process and transdiagnostic target outcome for promoting mental health and preventing disorders. Through daily diary and ecological momentary assessments, the study explores the intricacies of ER in real-life settings. Coupling the experience sampling with highly detailed fidelity measurement, we will observe adolescents' day-to-day responses to intervention elements and how they affect emotion regulation. The integrated micro-trial also addresses concerns about response burden in experience sampling to optimize data collection strategies for future studies. The findings from this study can increase our understanding of ER as a mental health process, and contribute to the development of scalable, efficient, and context-appropriate mental health interventions in school nursing.
The ISRCTN-registry: ISRCTN14932526, registration date 04/04/2023.
本方案描述了一项旨在测试针对学校卫生服务中青少年的跨诊断心理健康干预措施的可实施性和近期效果的研究。该研究是由应对青少年中不断增加的心理健康挑战的迫切需求所驱动，而新冠疫情使这一挑战更加严峻。利用实施科学和循证干预要素，这项共同设计的干预措施将情绪调节（ER）作为可用预防和支持的核心目标。
该研究采用混合方法，整合密集纵向经验抽样（为期13周的每日测量）、微观试验、前后测及随访测量、录音和定性访谈，以对来自学校护士和青少年参与者的数据进行三角验证。研究问题涵盖干预措施的可实施性、实施的障碍和促进因素、青少年情绪调节的近期结果、驱动干预措施近期效果的机制以及经验抽样中的反应负担等领域。该研究旨在招募至少25名健康护士和46名青少年。
该研究的新颖之处在于使用来自多个理论范式的混合方法，将ER作为促进心理健康和预防疾病的动态过程及跨诊断目标结果进行研究。通过每日日记和生态瞬时评估，该研究探索了现实生活环境中ER的复杂性。将经验抽样与高度详细的保真度测量相结合，我们将观察青少年对干预要素的日常反应以及这些反应如何影响情绪调节。综合微观试验还解决了经验抽样中对反应负担的担忧，以优化未来研究的数据收集策略。本研究的结果可以增进我们对ER作为心理健康过程的理解，并有助于在学校护理中开发可扩展、高效且适合具体情境的心理健康干预措施。
国际标准随机对照试验编号注册库：ISRCTN14932526，注册日期2023年4月4日。
