WOOP Intervention for Stress Reduction in Healthy Students

Overseen By Katherine C Cheng, PhD

Age: 18+

Sex: Any

Trial Phase: Academic

Sponsor: University of Arizona

Disqualifiers: Under 18, Not enrolled students

Compensation: Varies

Number of Visits: 3

What You Need to Know Before You Apply

What is the purpose of this trial?

This trial aims to help university students manage stress and improve well-being during the semester. Researchers will test a motivational technique called WOOP, which stands for Wish-Outcome-Obstacle-Plan, to determine its effectiveness in reducing stress. Participants will either try this method or engage in a short goal-setting session. The study seeks students currently enrolled at a large public university in the Southwest U.S. The goal is to assess whether this approach particularly benefits students from diverse backgrounds, such as first-generation or low-income students. As an unphased trial, it offers students the opportunity to explore innovative stress management techniques that could enhance their academic experience.

Will I have to stop taking my current medications?

The trial protocol does not specify whether you need to stop taking your current medications.

What prior data suggests that the WOOP intervention is safe for stress reduction in students?

Research has shown that the Wish-Outcome-Obstacle-Plan (WOOP) method is generally safe for use. Studies have found that WOOP can boost well-being and help individuals reach their goals by enhancing motivation and managing emotions.

In one study, participants using WOOP reported feeling less stressed and experiencing a better quality of life, although these results were not statistically significant. Importantly, no negative effects emerged from using WOOP. Another study found that WOOP improved the well-being of spouses of people with dementia.

These findings suggest that WOOP is a safe and well-tolerated mental strategy for managing stress and setting goals. ^{1 2 3 4 5}

Why are researchers excited about this trial?

Researchers are excited about the WOOP intervention for stress reduction because it offers a fresh approach to managing stress, especially in healthy students. Unlike traditional stress management techniques that often rely on meditation or cognitive behavioral strategies, WOOP uses a structured framework to help individuals identify their wishes, anticipate obstacles, and develop actionable plans. This method encourages proactive problem-solving and personal goal setting, potentially leading to more sustainable stress management and improved mental well-being. By shifting the focus from passive stress relief to active personal development, WOOP could transform how we approach stress reduction.

What evidence suggests that the WOOP intervention is effective for stress reduction in students?

Studies have shown that the WOOP (Wish-Outcome-Obstacle-Plan) method can help reduce stress and improve quality of life. For example, one study found that people felt less stressed after using this approach. In this trial, participants in the intervention group will receive the WOOP intervention, which helps individuals set and achieve personal goals by identifying challenges and planning ways to overcome them, potentially boosting mental well-being. While the results are promising, some findings are not yet strong enough to be conclusive, so more research is needed. Overall, early evidence suggests that WOOP could be a helpful tool for managing stress and improving well-being. ^{1 2 3 6 7}

Who Is on the Research Team?

Katherine C Cheng, PhD

Principal Investigator

Assistant Research Professor

Are You a Good Fit for This Trial?

This trial is for students enrolled at a large public university in the Southwest of the US, aiming to support their well-being and retention. Participants must be over 18 years old. It focuses on those who may face stress during college, including first-generation, low-income, and BIPOC students.

Inclusion Criteria

participants who are currently enrolled students at a large public university in the Southwest of US.

Exclusion Criteria

I am over 18 and currently enrolled at the university.

Timeline for a Trial Participant

Screening

Participants are screened for eligibility to participate in the trial

2-4 weeks

Baseline Data Collection

Participants provide survey data and saliva samples at the beginning of the semester

1 week

1 visit (in-person)

Intervention

Intervention group undertakes a brief intervention focused on motivation and emotion regulation; control group receives a placebo goal-setting short training

Mid-semester

1 visit (in-person)

End-of-Semester Data Collection

Participants provide survey data and saliva samples at the end of the semester

1 week

1 visit (in-person)

Follow-up

Participants are monitored for psychological and physiological well-being after the intervention

4 weeks

What Are the Treatments Tested in This Trial?

Interventions

• Contextualized Wish-Outcome-Obstacle-Plan (WOOP) intervention
• Placebo

Trial Overview The study tests a motivational intervention called WOOP against a placebo goal-setting training. Eighty participants will provide survey data and saliva samples for stress biomarkers at the semester's start and end to see if the intervention improves emotional regulation and motivation.

How Is the Trial Designed?

Group I: Intervention group Experimental Treatment 1 Intervention

Group II: Placebo control group Placebo Group 1 Intervention

Who Is Running the Clinical Trial?

University of Arizona

Lead Sponsor

Trials

545

Recruited

161,000+

Published Research Related to This Trial

The Internet-based CAPS daily diary program effectively gathered detailed data on individual stressors and coping behaviors, allowing for personalized analysis of each participant's unique stress response patterns.

The study found that using this daily diary approach improved the efficacy of clinical stress-management interventions, leading to increased self-regulatory capabilities and life satisfaction among participants.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Cognitive-affective processing system analysis of intra-individual dynamics in collaborative therapeutic assessment: translating basic theory and research into clinical applications. Shoda, Y., Wilson, NL., Chen, J., et al.[2013]

A study involving 286 high school students tested a 3-session stress management training program, but it did not significantly reduce stress levels compared to a control group.

While the training increased students' knowledge about stress, it did not show notable improvements in coping behaviors or emotional well-being, suggesting that a one-size-fits-all approach may not be effective for preventing stress in adolescents.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

[Cluster-randomized, controlled evaluation of stress management training for high school students]. Eppelmann, L., Parzer, P., Lenzen, C., et al.[2019]

A study involving 150 university students demonstrated that a novel imagery-based intervention significantly changed stress mindset immediately after the intervention and two weeks later, compared to a control group.

The intervention also positively impacted stress-related outcomes, such as perceived distress, emotional well-being, proactive behavior, and academic performance, particularly in students who initially reported high levels of distress.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Changing stress mindsets with a novel imagery intervention: A randomized controlled trial. Keech, JJ., Hagger, MS., Hamilton, K.[2021]

An intensive online goal-setting program significantly improved academic performance in struggling undergraduate students, as shown in a study with 85 participants over a 4-month period.

The goal-setting intervention was found to be a quick, effective, and low-cost solution to help students who were at risk of dropping out due to poor academic progress.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Setting, elaborating, and reflecting on personal goals improves academic performance. Morisano, D., Hirsh, JB., Peterson, JB., et al.[2015]

The Healthy High School (HHS) intervention, which aimed to reduce stress among first-year high school students through various school-level initiatives, showed no significant difference in perceived stress levels compared to a control group after 9 months, with both groups reporting similar stress scores.

This study, involving 5201 students in Denmark, highlights the challenges of implementing effective stress-reduction programs in school environments, suggesting that the intervention may not have adequately addressed the specific stressors faced by adolescents.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Preventing Stress among High School Students in Denmark through the Multicomponent Healthy High School Intervention-The Effectiveness at First Follow-Up. Bonnesen, CT., Thygesen, LC., Rod, NH., et al.[2023]

The MyStudentBody-Stress online intervention did not show significant differences in primary stress control outcomes compared to control groups, but it did lead to increased physical activity and improved stress management techniques among participants.

Participants in the MyStudentBody-Stress group reported decreased anxiety and family problems, suggesting that the program may have beneficial effects on overall well-being for college students under stress.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

MyStudentBody-Stress: an online stress management intervention for college students. Chiauzzi, E., Brevard, J., Thum, C., et al.[2022]

The 'Study without Stress' program significantly reduced self-reported stress and distress among 56 final year students, while also improving their self-efficacy, with these benefits maintained over a 3-month follow-up period.

The program did not show significant changes in anxiety, depression, or teacher-reported emotional problems, indicating its specific effectiveness in addressing academic stress rather than broader emotional issues.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Randomised Controlled Trial of Study Without Stress: A Cognitive Behavioural Therapy Program to Reduce Stress in Students in the Final Year of High School. Lowe, C., Wuthrich, VM.[2023]

The Frustration Social Stressor for Adolescents (FSS-A) is a newly developed experimental procedure that effectively induces physiological stress responses in adolescents, such as increased cortisol and heart rate, by simulating real-life frustration scenarios like peer debates.

This innovative stress protocol allows for a better understanding of how adolescents respond to frustration, which can inform educational and therapeutic interventions aimed at improving mental health outcomes in this age group.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

The Frustration Social Stressor for Adolescents (FSS-A): A newly adapted psychosocial stressor. McKay, SL., Fouladirad, S., Cameron, CA.[2021]

A web-based stress management intervention was found to be particularly effective for college students who had higher baseline levels of stress, anxiety, and depression, based on an analysis of data from 782 participants across three studies.

The study suggests that the intervention may be more beneficial as a targeted approach for students already experiencing significant distress, rather than as a universal program for all students.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Moderators of the efficacy of a web-based stress management intervention for college students. Coudray, C., Palmer, R., Frazier, P.[2019]

Citations

1. pmc.ncbi.nlm.nih.gov pmc.ncbi.nlm.nih.gov/articles/PMC8893137/

A Controlled Pilot Study of the Wish Outcome Obstacle Plan ... Our results showing significant intervention effects on perceived stress for care partners are promising and in line with the results of other behavioral ...

2. researchgate.net researchgate.net/publication/352760888_A_Controlled_Pilot_Study_of_the_Wish_Outcome_Obstacle_Plan_Strategy_for_Spouses_of_Persons_With_Early-Stage_Dementia

A Controlled Pilot Study of the Wish Outcome Obstacle ... WOOP PWD showed decreased perceived stress (δ = .87) and increased quality of life (δ = 1.26) but these effects were not statistically significant. Discussion ...

3. woopmylife.org woopmylife.org/

WOOP WOOP is a science-based mental strategy that people can use to find and fulfill their wishes, set preferences, and change their habits.

4. clinicaltrials.gov clinicaltrials.gov/study/NCT05294913

Study Details | NCT05294913 | Enhancing Emotional and ... The purpose of this study is to enhance university students' well-being and educational experience by examining factors associated with stress and well-being.

5. pmc.ncbi.nlm.nih.gov pmc.ncbi.nlm.nih.gov/articles/PMC11448666/

“WOOP is my safe haven”: A qualitative feasibility and ... The Wish Outcome Obstacle Plan (WOOP) intervention improves the well‐being of spouses of people living with dementia early in the disease course.

6. panoramaed.com panoramaed.com/blog/setting-goals-woop

Introduce Students to Goal-Setting with the WOOP Method WOOP is a student goal-setting strategy. With WOOP, students will explore their wishes, identify internal obstacles, and create an action plan for achieving ...

7. workingoncalm.com workingoncalm.com/woop-goal-setting-for-health-goals/

WOOP! There It Is: The Simple Goal-Setting Hack That ... WOOP is an acronym for Wish, Outcome, Obstacle, and Plan. This science-backed method for boosting motivation and making meaningful behavior change is grounded ...