Online Writing Intervention for Parent-Child Relationships

(SPACES Trial)

Recruiting at 3 trial locations

Overseen By Danielle Chiaramonte, Ph.D.

Age: Any Age

Sex: Any

Trial Phase: Academic

Sponsor: Yale University

Disqualifiers: Active mania, psychosis, suicidality, others

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

Compensation: Varies

Number of Visits: 5

129 Participants Needed

Trial Summary

What is the purpose of this trial?

The purpose of this study is to develop and test two brief online writing interventions to improve parental acceptance of sexual and gender minority youth (SGMY) in the Southeast United States.

How does the online writing intervention for parent-child relationships differ from other treatments?

The online writing intervention is unique because it focuses on expressive writing to improve parent-child relationships, offering a flexible and accessible approach compared to traditional in-person therapies. This method allows parents to reflect on their feelings and experiences, potentially enhancing understanding and acceptance, which are crucial for the success of interventions involving parent-child dynamics. ^{1 2 3 4}

Research Team

John E Pachankis, Ph.D.

Principal Investigator

Yale University

Lea Dougherty, Ph.D.

Principal Investigator

University of Maryland

Eligibility Criteria

This trial is for guardians like parents or grandparents in the Southeast U.S. who care for a sexual and gender minority youth (SGMY) aged 15-29, identify as heterosexual and cisgender, and struggle with accepting their SGMY's identity. Those with active mania, psychosis, suicidality, or unable to consent are excluded.

Inclusion Criteria

I am a guardian of a young person aged 15-29.

Parents must live in the Southeast United States (Louisiana, Mississippi, Alabama, Georgia, South Carolina, North Carolina, Tennessee, Arkansas, Kentucky, Florida)

My parents do not accept my sexual or gender identity.

Exclusion Criteria

Individuals with active mania, psychosis, or suicidality

I am unable to understand and give consent for treatment.

Timeline

Screening

Participants are screened for eligibility to participate in the trial

1-2 weeks

Intervention

Participants engage in one of two brief online writing interventions to improve parental acceptance of SGMY

2 weeks

Online sessions

Follow-up

Participants are monitored for changes in parental acceptance and rejection, as well as other psychological measures

3 months

Assessments at Baseline, 5 Days Post-Baseline, and 3 Months Post-Baseline

Treatment Details

Interventions

• Brief online writing intervention

Trial Overview The study is testing two brief online writing interventions aimed at improving acceptance of SGMY by their guardians. Participants will either receive one of these interventions or be placed in a control group without intervention.

Participant Groups

Group I: Neutral Writing Experimental Treatment 1 Intervention

Participants in the control condition will be asked to write about what they have done since waking up that morning.

Group II: Expressive Writing Experimental Treatment 1 Intervention

Participants in the expressive writing (EW) condition will be instructed to write in a free-form manner about the most stressful aspects of being a parent of an SGMY, following standard EW procedures.

Group III: Attachment-Based Writing Experimental Treatment 1 Intervention

Participants in the attachment-based writing (ABW) condition will respond to distinct prompts created for the condition based on components of attachment-based family therapy (ABFT).

Who Is Running the Clinical Trial?

Yale University

Lead Sponsor

Trials

1,963

Recruited

3,046,000+

Vanderbilt University

Collaborator

Trials

714

Recruited

6,143,000+

Ben-Gurion University of the Negev

Collaborator

Trials

64

Recruited

2,446,000+

Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)

Collaborator

Trials

2,103

Recruited

2,760,000+

University of Maryland

Collaborator

Trials

171

Recruited

325,000+

Findings from Research

This study aims to synthesize parental views on parent-child interaction therapy, which is crucial for improving communication skills in children, highlighting the importance of caregiver engagement in the intervention's success.

The research will involve a systematic review of qualitative studies, ensuring a comprehensive understanding of parents' experiences and perceptions, which will inform best practices and policies for implementing this therapy.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Stage 1 Registered Report: The experiences and perceptions of parent-child interaction therapy for parents of young children with communication difficulties: A qualitative evidence synthesis protocol. O'Toole, C., Lyons, R., Ó'Doibhlín, D., et al.[2020]

Virtual parent-coaching interventions are effective in improving disruptive behavior in children under six, with strong evidence supporting their efficacy, especially for behavioral challenges.

The review highlighted a significant gap in research on virtual attachment-based parent-coaching interventions, indicating a need for further studies in this area.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Virtual Delivery of Parent Coaching Interventions in Early Childhood Mental Health: A Scoping Review. Hippman, C., Mah, JWT., MacFadden, M.[2023]

The COPING parent online program is a 10-week web-based intervention aimed at improving positive parenting strategies for parents of children aged 3-8 years, focusing on enhancing parent-child relationships through praise and rewards.

This pilot randomized controlled trial will assess the program's effectiveness using both parent reports and blind observations of parent-child interactions, with data collected at baseline and 3 months post-intervention.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Evaluation of the COPING parent online universal programme: study protocol for a pilot randomised controlled trial. Owen, DA., Griffith, N., Hutchings, J.[2018]

Parents participating in parent-child interaction therapy often have varying expectations and competing demands, but their engagement improves when the therapy is personalized to their family's needs and when they have a trusting relationship with the clinician.

By the end of the therapy, most parents feel their child's communication has improved and feel empowered, but they still have concerns about their child's future communication needs, highlighting the importance of ongoing support after the intervention.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

A Qualitative Evidence Synthesis of Parental Experiences and Perceptions of Parent-Child Interaction Therapy for Preschool Children With Communication Difficulties. O'Toole, C., Lyons, R., Houghton, C.[2021]

References

1. Ireland pubmed.ncbi.nlm.nih.gov

Stage 1 Registered Report: The experiences and perceptions of parent-child interaction therapy for parents of young children with communication difficulties: A qualitative evidence synthesis protocol. [2020]

2. United States pubmed.ncbi.nlm.nih.gov

Virtual Delivery of Parent Coaching Interventions in Early Childhood Mental Health: A Scoping Review. [2023]

3. England pubmed.ncbi.nlm.nih.gov

Evaluation of the COPING parent online universal programme: study protocol for a pilot randomised controlled trial. [2018]

4. United States pubmed.ncbi.nlm.nih.gov

A Qualitative Evidence Synthesis of Parental Experiences and Perceptions of Parent-Child Interaction Therapy for Preschool Children With Communication Difficulties. [2021]