Identity & Academic Skills Intervention for Stress Management

(BIO Trial)

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

400 Participants Needed

What You Need to Know Before You Apply

What is the purpose of this trial?

This study will implement an intervention designed to promote ethnic and racial identity development. It is hypothesized that the intervention will have positive effects on ethnic-racial identity development, stress biology (including sleep hours and quality and diurnal cortisol profiles), emotional well-being, executive functioning, and academic outcomes, particularly for minority youth.

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.

Is the Identity & Academic Skills Intervention for Stress Management safe for humans?

The research suggests that interventions focusing on ethnic-racial identity, like the Identity Project, are generally associated with positive outcomes such as better mental health and self-esteem, indicating they are safe for human participants. ^{1 2 3 4 5}

How does the Identity & Academic Skills Intervention for Stress Management treatment differ from other treatments for stress management?

This treatment is unique because it focuses on promoting academic skills and ethnic-racial identity, which can help improve motivation and achievement among ethnic minority adolescents. Unlike traditional stress management treatments, it addresses the specific challenges faced by these groups, such as academic underachievement and minority stress, by fostering a positive sense of identity and self-efficacy. ^{6 7 8 9 10}

What data supports the effectiveness of the treatment Academic Skills Promotion, Ethnic and Racial Identity Promotion for stress management?

Research shows that a self-affirmation intervention improved school grades for ethnic minority students, suggesting that promoting ethnic and racial identity could help manage stress and improve academic performance. Additionally, stress management programs focusing on relaxation and coping skills have been effective in reducing anxiety and depression in medical students, which may support the effectiveness of similar interventions. ^{11 12 13 14 15}

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

Pregnant students will not be included in this study.

I have a hormone disorder or I'm taking steroid medications.

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

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. England pubmed.ncbi.nlm.nih.gov

The effect of a brief social intervention on the examination results of UK medical students: a cluster randomised controlled trial. [2021]

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

Predicting success and failure of medical students at risk for dismissal. [2021]

3. Germany pubmed.ncbi.nlm.nih.gov

A Stress Management Program for Higher Risk Medical Students: Preliminary Findings. [2018]

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

Supportive psychological intervention on psychological disorders in clinical medicine students with English Learning Difficulties: A protocol of systematic review. [2022]

5. England pubmed.ncbi.nlm.nih.gov

Support for students with academic difficulties. [2022]

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

Examining school ethnic-racial socialization in the link between race-related stress and academic well-being among African American and Latinx adolescents. [2022]

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

Ethnic and racial identity in adolescence: implications for psychosocial, academic, and health outcomes. [2022]

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

A Universal Intervention Program Increases Ethnic-Racial Identity Exploration and Resolution to Predict Adolescent Psychosocial Functioning One Year Later. [2021]

9. England pubmed.ncbi.nlm.nih.gov

Race and ethnic differences and human figure drawings: clinical utility of the DAP:SPED. [2022]

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

Anxiety, academic achievement, and academic self-concept: Meta-analytic syntheses of their relations across developmental periods. [2023]

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

Multiple pathways to identification: exploring the multidimensionality of academic identity formation in ethnic minority males. [2022]

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

Latinx adolescents' academic self-efficacy: Explaining longitudinal links between ethnic-racial identity and educational adjustment. [2022]

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

Minority stress, ethnic identity, and depression among Latino/a college students. [2021]

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

Identity commitments and coping with a difficult developmental transition. [2021]

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

An investigation of coping in response to different race-related stressor experiences in school among racially diverse participants. [2022]