Taking Action for College Students
Trial statusRecruiting
Trial phaseNot applicable
Trial typeInterventional
Biological sexAll
Age18+
SponsorTemple University
About this trial
The goal of this research is to investigate whether a peer-delivered illness self-management program called Taking Action can help college students with serious mental illnesses. Participants will be randomly assigned to either the experimental condition (Taking Action) or the control condition (information only). Participants in the experimental condition will attend five 2.5-hour Taking Action sessions. Participants will complete three interviews (baseline, post-intervention, and follow-up) to assess how well the program works, is liked, and benefits students clinically and academically. The investigators seek to test the following hypotheses: Compared to controls, students who do the Taking Action program will report greater improvements in mental health self-management attitudes, skills, and behaviors and will report greater improvements in mental health symptoms and recovery, and better academic outcomes.
Eligibility criteria
This trial does not accept healthy volunteersQualifiers
Currently enrolled in a 2- or 4-year postsecondary educational institution in the United States (and are able to present a valid student ID card)
A score of 13 or higher on the K-6 Screening Scale for serious mental illness
Self-reported psychiatric diagnosis of schizophrenia-spectrum or major affective disorder and self-reported lifetime functional impairment due to experiencing mental health challenges
18 years of age or older
Disqualifiers
Expected to graduate or complete their program within 2 semesters
Unable to provide informed consent
Trial design
Design model
Parallel
Treatments tested in this trial
Taking Action
BehavioralParticipants in the experimental condition will participate in the Taking Action intervention, which will be delivered in a small group format in 5 weekly 2.5 hour videoconferencing sessions. Taking Action will be implemented using materials available on SAMHSA's website (https://www.co.ozaukee.wi.us/DocumentCenter/View/8198/Taking-Action-A-MH-Recovery-Self-Help-Ed-Program?bidId=). The process will include an overview of key recovery and wellness concepts and the development of an individualized wellness toolbox, which is a list of skills and strategies that a person already uses or would like to use to maintain or regain wellness. Then, participants will make plans for monitoring and addressing distressing mental health symptoms. Instructional techniques will include lectures, discussions, personal examples from facilitators and participants own lives to illustrate key concepts related to self-management, individual and group exercises, and voluntary action plans between meetings.
Treatment groups
300 Participants
are divided into 2 treatment groupsGroup A: Taking Action Intervention ConditionExperimental treatment 1 intervention
Group B: Information Only Control ConditionNo intervention 0 interventions
Trial outcomes
Primary outcomes
1
Changes from Baseline in Mental Health Symptoms
The Brief Symptom Inventory is a validated instrument used to assess mental health symptoms. The mean T-score is 50, with higher scores indicating worse outcome. Change = (3-Month Follow-Up Score - Baseline Score).
Time frame
Baseline, Immediately After the Intervention, and 3-Month Follow-Up2
Changes from Baseline in Perceived Recovery
The Recovery Assessment Scale is a validated instrument used to assess perceived recovery from mental illness. Scores range from 1 to 5 with higher scores indicating greater perceived recovery. Change = (3-Month Follow-Up Score - Baseline Score).
Time frame
Baseline, Immediately After the Intervention, and 3-Month Follow-UpSecondary outcomes
1
Changes from Baseline in Intention to Persist in College
The College Persistence Questionnaire is a validated instrument used to assess intention to persist in school. Scores range from -16 to +16 with higher scores indicating greater intention to persist in school. Change = (3-Month Follow-Up Score - Baseline Score).
Time frame
Baseline, Immediately After the Intervention, and 3-Month Follow-Up2
Changes from Baseline in Perceived Competence in Educational Environment
The Perceived Competence Scale is a validated instrument used to assess perceived competence that will be applied to an educational environment by asking how true items are \"with respect to your learning in your school courses.\" Scores range from 1-7, with higher scores indicating greater perceived competence. Change = (3-Month Follow-Up Score - Baseline Score).
Time frame
Baseline, Immediately After the Intervention, and 3-Month Follow-Up3
Changes from Baseline in Study Habits
The Study Habits Inventory is a validated instrument used to assess study habits. Scores range from 1 to 7 with higher scores indicating better study habits. Change = (3-Month Follow-Up Score - Baseline Score).
Time frame
Baseline, Immediately After the Intervention, and 3-Month Follow-Up4
Changes from Baseline in Procrastination
The Procrastination Assessment Scale - Students is a validated measure used assess procrastination. Scores range from 1 to 5 with higher scores indicating greater procrastination. Change = (3-Month Follow-Up Score - Baseline Score).
Time frame
Baseline, Immediately After the Intervention, and 3-Month Follow-UpSponsors and contacts
Click on the lead sponsor to view all of their trials.
Temple University
Lead sponsor
National Institute on Disability, Independent Living, and Rehabilitation Research
Collaborator
Source ClinicalTrials.gov