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IRCT20190227042865N1 IRCT 2019-12-22 Iran University of Medical Sciences The effectiveness of transdiagnostic treatment on procrastination The effectiveness and mediating factors in unified transdiagnostic treatment on students’ procrastination 2019-06-20 anticipated 45 Complete https://irct.ir/trial/39384 interventional Randomization: Randomized, Blinding: Not blinded, Placebo: Not used, Assignment: Parallel, Purpose: Treatment, Randomization description: We are going to use block randomization method . Randomization unit is the person. Making a randomization sequence will be done through the website http://www.randomization.com/. 2-3 Procrastination. Intervention 1: Intervention group: The Unified transdiagnostic protocol for emotional disorders (UP) introduced by Barlow et al (2010) in Unified Protocol Institute in Boston University, will be used. This protocol is available as a therapist's manual and a workbook for clients. The outline of the material to be presented at each session is presented in the table below: First session: Unified model of psychopathology; motivation enhancementstrategies; treatment goal setting (UP Module 1); Second Session: Psychoeducation on adaptive function of emotions; threecomponentmodel of emotional experiences (UP Module 2); Third Session: Natural course of emotions and role of avoidance; present-focused,nonjudgmental emotion awareness (UP Module 3). Forth Session: Cognitive appraisal; thinking traps and countering questions;downward arrow (UP Module 4). Fifth Session: Identification of emotional avoidance strategies; rationale forreplacing emotion-driven behaviors (EDBs) with incompatiblebehaviors (UP Module 5). Sixth Session: Psychoeducation on interoceptive conditioning; symptom inductiontest; interoceptive exercises (UP Module 6). Seventh to Eleventh Sessions: Exposure rationale; create and review individual hierarchies;situational emotion-focused exposures (UP Module 7). Twelfth Session: Skill review; emphasis on continued implementation of exposures;review of progress and future goals; relapse prevention strategies(UP Module 8). Intervention 2: Intervention group: Cognitive-behavioral therapy is a kind of psychotherapy that helps patients to understand the thoughts and feelings that affect their behavior. This treatment is generally short-term and can be performed either individually or in groups. It also focuses on helping patients address a specific problem. During the course of treatment, one learns how to identify and modify the patterns of maladaptive or distorted thinking that have a negative effect on his or her behavior. In this study, we are going to use the CBT protocol for procrastination introduced by Rosenthal et al clinical trial in 2015.The therapeutic modules in the CBT treatment group are as follows: 1. An introduction to the current study and basic psychoeducation of CBT and procrastination.2. Information on the etiology and maintenance of procrastination.3. Psychoeducation on goal-setting techniques, avoidance behavior,and behavioral activation.4. Theories of motivation and use of reward systems to facilitate learned industriousness.5. Presentation of ego-depletion, mental fatigue, and their relationship to procrastination.6. The influence of distractions and using stimulus control to increase focused work.7. Different ways of practicing self-assertiveness and becoming better at prioritizing.8. The influence of dysfunctional beliefs and an introduction to performing behavioral experiments.9. Exploration of personal values using value clarification and information on acceptance.10. Information on the abstinence violation effect and the importance of relapse prevention. Intervention 3: Control group: since the participants are students, there would be no need for theraputic or heath care measures. thus the control group won't recive any kind of intervention or usual care. Yes - There is a plan to make this available What will be shared: The treatment outcomes are assessed through questionnaires and analyzed in a group, so the people will be unidentified. SPSS file will be shared. When: the access starts 6 months after publishing the results To whom: Researchers working in academic and scientific institutions Conditions: Since the questionnaires contain the demographic characteristics, consent forms and the participants' signature, and also in some steps, for example, the follow-up the questionnaires will be sent to the participants online, access to each questionnaire will not be possible. But for the SPSS file, researchers will be allowed to have any analyzes that are tailored to their purpose. Where to obtain: Requests by email will be answered by Mrs. Somayeh Zamirinejad. Somayeh.zamiri@gmail.com How to obtain: Applicants must provide their reason for their request and explain how these data are relevant to their study, and the data will be sent to them in 1 month after we receive the email. Comments:
public Somayeh Zamirinejad
Apartment 1, number 36, 9th Daryanno, Sattarkhan Ave
Tehran Iran (Islamic Republic of) 1455973463 +98 21 6650 5019 somayeh.zamiri@gmail.com Iran University of Medical Sciences scientific Somayeh Zamirinejad
Apartment 1, number 36, 9th Daryanno, Sattarkhan Ave
Tehran Iran (Islamic Republic of) 1455973463 +98 21 6650 5019 somayeh.zamiri@gmail.com Iran University of Medical Sciences Iran (Islamic Republic of) Bachelor and General Medical students who have completed the first year (first semester students are not familiar with their performance style for university assignments yet) and students of other degrees severe procrastination (75% of total score in pure procrastination scale) 18 years no limit Both score >1 in GSI index of SCL-90-R Treatment - Other Treatment - Other N/A Intervention group: The Unified transdiagnostic protocol for emotional disorders (UP) introduced by Barlow et al (2010) in Unified Protocol Institute in Boston University, will be used. This protocol is available as a therapist's manual and a workbook for clients. The outline of the material to be presented at each session is presented in the table below: First session: Unified model of psychopathology; motivation enhancementstrategies; treatment goal setting (UP Module 1); Second Session: Psychoeducation on adaptive function of emotions; threecomponentmodel of emotional experiences (UP Module 2); Third Session: Natural course of emotions and role of avoidance; present-focused,nonjudgmental emotion awareness (UP Module 3). Forth Session: Cognitive appraisal; thinking traps and countering questions;downward arrow (UP Module 4). Fifth Session: Identification of emotional avoidance strategies; rationale forreplacing emotion-driven behaviors (EDBs) with incompatiblebehaviors (UP Module 5). Sixth Session: Psychoeducation on interoceptive conditioning; symptom inductiontest; interoceptive exercises (UP Module 6). Seventh to Eleventh Sessions: Exposure rationale; create and review individual hierarchies;situational emotion-focused exposures (UP Module 7). Twelfth Session: Skill review; emphasis on continued implementation of exposures;review of progress and future goals; relapse prevention strategies(UP Module 8). Intervention group: Cognitive-behavioral therapy is a kind of psychotherapy that helps patients to understand the thoughts and feelings that affect their behavior. This treatment is generally short-term and can be performed either individually or in groups. It also focuses on helping patients address a specific problem. During the course of treatment, one learns how to identify and modify the patterns of maladaptive or distorted thinking that have a negative effect on his or her behavior. In this study, we are going to use the CBT protocol for procrastination introduced by Rosenthal et al clinical trial in 2015.The therapeutic modules in the CBT treatment group are as follows: 1. An introduction to the current study and basic psychoeducation of CBT and procrastination.2. Information on the etiology and maintenance of procrastination.3. Psychoeducation on goal-setting techniques, avoidance behavior,and behavioral activation.4. Theories of motivation and use of reward systems to facilitate learned industriousness.5. Presentation of ego-depletion, mental fatigue, and their relationship to procrastination.6. The influence of distractions and using stimulus control to increase focused work.7. Different ways of practicing self-assertiveness and becoming better at prioritizing.8. The influence of dysfunctional beliefs and an introduction to performing behavioral experiments.9. Exploration of personal values using value clarification and information on acceptance.10. Information on the abstinence violation effect and the importance of relapse prevention. Control group: since the participants are students, there would be no need for theraputic or heath care measures. thus the control group won't recive any kind of intervention or usual care. The participants' score in the Intolerance of Uncertainty Scale (IUS). Timepoint: before the intervention, 6th session of the intervention, after completing the intervention, 2 month after the intervention. Method of measurement: Intolerance of Uncertainty Scale (IUS). The participants' score in the Difficulties in Emotion Regulation Scale (DERS). Timepoint: before the intervention, 6th session of the intervention, after completing the intervention, 2 month after the intervention. Method of measurement: Difficulties in Emotion Regulation Scale (DERS). The participants' score in the Acceptance and Action Questionnaire–II (AAQ-II). Timepoint: before the intervention, 6th session of the intervention, after completing the intervention, 2 month after the intervention. Method of measurement: Acceptance and Action Questionnaire–II (AAQ-II). The participants' score in the Anxiety sub-scale of Depression, Anxiety, Stress Scale (DASS-21). Timepoint: before the intervention, 6th session of the intervention, after completing the intervention, 2 month after the intervention. Method of measurement: Anxiety sub-scale of Depression, Anxiety, Stress Scale (DASS-21). The participants' score in the Depression sub-scale of Depression, Anxiety, Stress Scale (DASS-21). Timepoint: before the intervention, 6th session of the intervention, after completing the intervention, 2 month after the intervention. Method of measurement: Depression sub-scale of Depression, Anxiety, Stress Scale (DASS-21). The participants' score in the Stress sub-scale of Depression, Anxiety, Stress Scale (DASS-21). Timepoint: before the intervention, 6th session of the intervention, after completing the intervention, 2 month after the intervention. Method of measurement: the Stress sub-scale of Depression, Anxiety, Stress Scale (DASS-21). The participants' score in the Pure Procrastination Scale (PPS). Timepoint: Before the intervention. 6th session of the intervention, after completing the intervention, 2 months after the intervention. Method of measurement: Pure Procrastination Scale (PPS). Iran University of Medical Sciences Approved 2018-10-28 Ethics committee of Iran University of Medical Sciences Iran University of Medical Sciences, Shahid Hemmat Highway, Tehran Tehran Tehran Iran (Islamic Republic of)