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Background <p>Adolescence is a developmental period during which an estimated 75% of mental health problems emerge (Solmi et al. in Mol Psychiat 27:281–295, 2022). This paper reports a feasibility study of a novel indicated, preventative, transdiagnostic, school-based intervention:&#xa0;Building Resilience Through Socioemotional Training (ReSET). The intervention addresses two domains thought to be causally related to mental health problems during adolescence: social relationships and emotion processing. Social relationships were targeted using principles from interpersonal psychotherapy, while emotion processing was targeted using cognitive-emotional training focused on three areas of emotion processing: Emotion perception, emotion regulation and interoception. The aims of this feasibility study were to (i) assess the acceptability of integrating group-based psychotherapy with individual cognitive-emotional training, (ii) evaluate the feasibility of our recruitment measures, and (iii) assess the feasibility of delivering our research measures.</p> Methods <p>The feasibility study involved 41 adolescents, aged 12–14, who were randomly assigned to receive the&#xa0;ReSET intervention&#xa0;or their school’s usual mental health and wellbeing provision.</p> Results <p>Qualitative data from intervention participants suggested the programme was experienced as a cohesive intervention, with participants able to draw on a combination of skills. Further, the cognitive-training tasks were received positively (with the exception of the interoception training task). The recruitment and research measures were successfully delivered in the school-based setting, with 97.5% retention of participants from baseline to post-intervention assessment. Qualitative data was overwhelmingly positive regarding the benefits to participants who had completed the intervention. Moreover, there was only limited data missingness.</p> Conclusions <p>We conclude that a trial of the ReSET intervention in a school setting is feasible. We discuss the implications of the feasibility study with regard to optimising school-based interventions and adaptations made in preparation for a full-scale randomised controlled trial, now underway.</p>

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A feasibility study of a preventative, transdiagnostic intervention for mental health problems in adolescence: building resilience through socioemotional training (ReSET)

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年3月22日

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  • Alex Lloyd,
  • Roslyn Law,
  • Nick Midgley,
  • Tom Wu,
  • Laura Lucas,
  • Erin Atkinson,
  • Nikolaus Steinbeis,
  • Peter Martin,
  • René Veenstra,
  • Jaime Smith,
  • Lili Ly,
  • Geoffrey Bird,
  • Jennifer Murphy,
  • David Plans,
  • Marcus Munafò,
  • Ian Penton-Voak,
  • Jessica Deighton,
  • Kathleen Richards,
  • Mya Richards,
  • Pasco Fearon,
  • Essi Viding

摘要

Background

Adolescence is a developmental period during which an estimated 75% of mental health problems emerge (Solmi et al. in Mol Psychiat 27:281–295, 2022). This paper reports a feasibility study of a novel indicated, preventative, transdiagnostic, school-based intervention: Building Resilience Through Socioemotional Training (ReSET). The intervention addresses two domains thought to be causally related to mental health problems during adolescence: social relationships and emotion processing. Social relationships were targeted using principles from interpersonal psychotherapy, while emotion processing was targeted using cognitive-emotional training focused on three areas of emotion processing: Emotion perception, emotion regulation and interoception. The aims of this feasibility study were to (i) assess the acceptability of integrating group-based psychotherapy with individual cognitive-emotional training, (ii) evaluate the feasibility of our recruitment measures, and (iii) assess the feasibility of delivering our research measures.

Methods

The feasibility study involved 41 adolescents, aged 12–14, who were randomly assigned to receive the ReSET intervention or their school’s usual mental health and wellbeing provision.

Results

Qualitative data from intervention participants suggested the programme was experienced as a cohesive intervention, with participants able to draw on a combination of skills. Further, the cognitive-training tasks were received positively (with the exception of the interoception training task). The recruitment and research measures were successfully delivered in the school-based setting, with 97.5% retention of participants from baseline to post-intervention assessment. Qualitative data was overwhelmingly positive regarding the benefits to participants who had completed the intervention. Moreover, there was only limited data missingness.

Conclusions

We conclude that a trial of the ReSET intervention in a school setting is feasible. We discuss the implications of the feasibility study with regard to optimising school-based interventions and adaptations made in preparation for a full-scale randomised controlled trial, now underway.