Identity & Academic Skills Intervention for Stress Management

(BIO Trial)

Not currently recruiting at 2 trial locations

Overseen By Adriana J Umaña-Taylor, PhD

Age: < 65

Sex: Any

Trial Phase: Academic

Sponsor: Northwestern University

Must not be taking: Corticosteroids

Disqualifiers: Endocrine disorder, Non-English, Pregnant, others

No Placebo Group All trial participants will receive the active study treatment (no placebo)

Compensation: Varies

Number of Visits: 8

What You Need to Know Before You Apply

What is the purpose of this trial?

This trial aims to help minority high school students develop a stronger sense of ethnic and racial identity, which may positively impact their stress levels, emotional well-being, and academic performance. The study will compare two groups: one focusing on academic skills and planning (Academic Skills Promotion) and the other on promoting positive feelings about ethnic and racial heritage (Ethnic and Racial Identity Promotion). Ninth-grade students at diverse suburban high schools who can read English and do not have certain medical conditions might be a good fit for this trial. As an unphased study, this trial offers students a unique opportunity to enhance their personal growth and academic success.

Will I have to stop taking my current medications?

If you are taking corticosteroid-based medications, you will not be able to participate in the study. Otherwise, the protocol does not specify if you need to stop taking other medications.

What prior data suggests that these interventions are safe for stress management?

Research shows that a strong sense of ethnic and racial identity can benefit mental health. Studies have found that individuals with a strong ethnic identity, particularly Black and Latino/a adults, tend to experience fewer symptoms of depression and anxiety. Programs focusing on ethnic and racial identity are generally safe and might even enhance emotional well-being.

While specific information on negative effects from such programs is lacking, focusing on identity and stress management does not involve physical procedures, making physical harm unlikely. The program includes group activities and discussions, similar to classroom settings, which are typically manageable for participants.

In summary, current research supports the safety of programs promoting ethnic and racial identity, indicating potential mental health benefits without known risks. ^{1 2 3 4 5}

Why are researchers excited about this trial?

Researchers are excited about this trial because it explores new ways to manage stress through enhancing academic and ethnic/racial identity skills. Unlike standard stress management techniques, which often focus on relaxation or cognitive therapies, this intervention targets students' academic skills and cultural identity. By promoting a positive ethnic and racial identity and enhancing study strategies, it aims to build confidence and resilience in students. This holistic approach could offer a more tailored and impactful way to tackle stress, especially in diverse student populations.

What evidence suggests that this trial's interventions could be effective for stress management?

Research has shown that a strong sense of ethnic and racial identity can reduce symptoms of depression and anxiety, particularly for Black and Latino/a American adults. Programs that strengthen ethnic and racial identity might therefore improve mental health and emotional well-being. In this trial, the Ethnic and Racial Identity Promotion treatment aims to reduce stress and enhance overall well-being by fostering a positive connection to one's ethnic and racial background. Additionally, the Academic Skills Promotion treatment, another arm of this trial, focuses on enhancing college and career planning skills, which may also aid in stress management. ^{1 3 6 7 8}

Who Is on the Research Team?

Emma K Adam, PhD

Principal Investigator

Northwestern University

Are You a Good Fit for This Trial?

This trial is for 9th grade students at three diverse, suburban high schools. Participants must be able to read English and provide both their own assent and parental consent. Students with endocrine disorders, those on corticosteroid medications, or who are pregnant cannot participate.

Inclusion Criteria

Three hundred students will be recruited through announcements and presentations in required, non-tracked 9th grade classes at 3 mid-sized, diverse, suburban high schools, through flyers posted around the school, and through e-mails sent and presentations made to students and parent groups.

Exclusion Criteria

Youth who are unable to read in English will be excluded because materials will solely be available in English

Students who do not provide parental consent will be excluded

Students who do not provide their own assent will be excluded

Timeline for a Trial Participant

Screening

Participants are screened for eligibility to participate in the trial

2-4 weeks

Intervention

Participants undergo an 8-week intervention designed to promote ethnic and racial identity development

8 weeks

8 sessions (in-person)

Initial Follow-up

Initial tests of the RCT effects will occur immediately after the intervention

1-2 weeks

Long-term Follow-up

Questionnaire and administrative outcomes will continue to be measured through the senior year of high school

Up to 4 years

What Are the Treatments Tested in This Trial?

Interventions

• Academic Skills Promotion
• Ethnic and Racial Identity Promotion

Trial Overview The study tests an intervention aimed at boosting ethnic and racial identity development in minority youth. It will also assess the impact on stress biology (like sleep quality), emotional well-being, executive functioning, and academic performance.

How Is the Trial Designed?

Group I: Ethnic and Racial Identity Promotion Experimental Treatment 1 Intervention

Students will participate in 8, 1 hour and 15 minute classroom based intervention sessions at their local high school, during which a facilitator will lead them through a series of lectures, group activities, and individual homework activities designed to promote a positive ethnic and racial identity (positive feelings about ones' ethnic and racial heritage and ethnic and racial group membership).

Group II: Academic Skills Promotion Active Control 1 Intervention

Students in this active comparison group will participate in an 8-week, 1 hour and 15 minute classroom based intervention, during which a facilitator will lead them through a series of lectures, group activities, and individual homework activities designed to provide information regarding college and career planning, and promote college and career planning as well as study skills and strategies. This condition receives the same amount of facilitator time and attention as the Experimental condition.

Who Is Running the Clinical Trial?

Northwestern University

Lead Sponsor

Trials

1,674

Recruited

989,000+

Harvard University

Collaborator

Trials

237

Recruited

588,000+

Citations

1. pmc.ncbi.nlm.nih.gov pmc.ncbi.nlm.nih.gov/articles/PMC9562587/

Ethnic Identity, Stress, and Personal Recovery Outcomes ... Stronger ethnic identity has been associated with fewer depressive and anxiety symptoms among Black and Latino/a American adults (Burnett-Zeigler et al., 2013; ...

2. withpower.com withpower.com/trial/identity-academic-skills-intervention-for-stress-management-cf216

Identity & Academic Skills Intervention for Stress ... It is hypothesized that the intervention will have positive effects on ethnic-racial identity development, stress biology (including sleep hours and quality and ...

3. sciencedirect.com sciencedirect.com/org/science/article/pii/S1929074825002215

The Effectiveness of a Race-Based Stress Reduction ... Our proposed randomized controlled trial will test a novel, race-based intervention tailored to African American women, called Resilience, Stress, and Ethnicity ...

4. ecommons.luc.edu ecommons.luc.edu/cgi/viewcontent.cgi?article=1004&context=biostatistics_facpubs

The race-based stress reduction intervention (RiSE) study on ... RiSE study aims to evaluate a race-based stress-reduction intervention as an effective strat- egy to improve coping and decrease stress-related ...

5. pmc.ncbi.nlm.nih.gov pmc.ncbi.nlm.nih.gov/articles/PMC9585506/

Applying Stress and Coping Models to Ethnic/Racial Identity ... The study investigates three models of discrimination, adjustment, and ethnic/racial identity among 76 African American, 145 Asian American, and 129 Latinx ...

6. sciencedirect.com sciencedirect.com/science/article/abs/pii/S1551714423000411

Evaluation of the Race-Based Stress and Trauma ... Chronic stress due to racism and discrimination is one possible mechanism driving these negative health outcomes. The Race-Based Stress and Trauma Empowerment ( ...

7. link.springer.com link.springer.com/article/10.1007/s40615-024-02000-5

Ethnic Identity Protects and Internalized Racism Harms ... This mixed-methods study examined the moderating effects of ethnic identity and internalized racism on the relationship between COVID discrimination and ...

8. frontiersin.org frontiersin.org/journals/public-health/articles/10.3389/fpubh.2023.1286137/full

Mental health and Multiracial/ethnic adults in the United ... This study provides evidence to suggest the Multiracial and multiethnic community experiences impacts from weathering: respondents with higher levels of stress ...