Journal article
A feasibility study of a preventative, transdiagnostic intervention for mental health problems in adolescence: building Resilience Through Socioemotional Training (ReSET)
- Abstract:
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Background: Adolescence is a developmental period during which an estimated 75% of mental health problems emerge (Solmi et al. in Mol Psychiat 27:281–295, 2022). This paper reports a feasibility study of a novel indicated, preventative, transdiagnostic, school-based intervention: Building Resilience Through Socioemotional Training (ReSET). The intervention addresses two domains thought to be causally related to mental health problems during adolescence: social relationships and emotion processing. Social relationships were targeted using principles from interpersonal psychotherapy, while emotion processing was targeted using cognitive-emotional training focused on three areas of emotion processing: Emotion perception, emotion regulation and interoception. The aims of this feasibility study were to (i) assess the acceptability of integrating group-based psychotherapy with individual cognitive-emotional training, (ii) evaluate the feasibility of our recruitment measures, and (iii) assess the feasibility of delivering our research measures.
Methods: The feasibility study involved 41 adolescents, aged 12–14, who were randomly assigned to receive the ReSET intervention or their school’s usual mental health and wellbeing provision.
Results: Qualitative data from intervention participants suggested the programme was experienced as a cohesive intervention, with participants able to draw on a combination of skills. Further, the cognitive-training tasks were received positively (with the exception of the interoception training task). The recruitment and research measures were successfully delivered in the school-based setting, with 97.5% retention of participants from baseline to post-intervention assessment. Qualitative data was overwhelmingly positive regarding the benefits to participants who had completed the intervention. Moreover, there was only limited data missingness.
Conclusions: We conclude that a trial of the ReSET intervention in a school setting is feasible. We discuss the implications of the feasibility study with regard to optimising school-based interventions and adaptations made in preparation for a full-scale randomised controlled trial, now underway.
- Publication status:
- Published
- Peer review status:
- Peer reviewed
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(Preview, Version of record, pdf, 2.0MB, Terms of use)
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- Publisher copy:
- 10.1186/s13034-025-00870-z
Authors
+ UK Research and Innovation
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- Funder identifier:
- https://ror.org/001aqnf71
- Grant:
- MR/W002485/1
- Publisher:
- BioMed Central
- Journal:
- Child and Adolescent Psychiatry and Mental Health More from this journal
- Volume:
- 19
- Issue:
- 1
- Article number:
- 29
- Publication date:
- 2025-03-22
- Acceptance date:
- 2025-02-13
- DOI:
- EISSN:
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1753-2000
- Language:
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English
- Keywords:
- Pubs id:
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2085590
- Local pid:
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pubs:2085590
- Deposit date:
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2025-02-13
- ARK identifier:
Terms of use
- Copyright holder:
- Lloyd et al
- Copyright date:
- 2025
- Rights statement:
- © The Author(s) 2025. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
- Licence:
- CC Attribution (CC BY)
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