<clinical_study>
  <!-- This xml conforms to an XML Schema at:
    https://clinicaltrials.gov/ct2/html/images/info/public.xsd -->
  <required_header>
    <download_date>ClinicalTrials.gov processed this data on September 20, 2023</download_date>
    <link_text>Link to the current ClinicalTrials.gov record.</link_text>
    <url>https://clinicaltrials.gov/ct2/show/NCT03229577</url>
  </required_header>
  <id_info>
    <org_study_id>2000020302</org_study_id>
    <nct_id>NCT03229577</nct_id>
  </id_info>
  <brief_title>Yale Wellness Project</brief_title>
  <official_title>Yale Wellness Project Randomized Controlled Trial</official_title>
  <sponsors>
    <lead_sponsor>
      <agency>Yale University</agency>
      <agency_class>Other</agency_class>
    </lead_sponsor>
  </sponsors>
  <source>Yale University</source>
  <oversight_info>
    <has_dmc>No</has_dmc>
    <is_fda_regulated_drug>No</is_fda_regulated_drug>
    <is_fda_regulated_device>No</is_fda_regulated_device>
  </oversight_info>
  <brief_summary>
    <textblock>
      The Yale College Emotional Intelligence project aims to highlight the beneficial impact of&#xD;
      wellness programs for Yale students. The investigators will examine the benefits of 3&#xD;
      empirically-validated programs (Emotional Intelligence, Mindfulness-Based Stress Reduction&#xD;
      (MBSR) &amp; SKY Yoga Breathing) for Yale students on measures of general well-being (e.g.&#xD;
      perceived stress, gratitude etc). The study will also include a no-treatment control group as&#xD;
      a comparative measure to the well-being programs. The goal of the study is to show how each&#xD;
      program benefits student well-being over time. Pre-intervention and post-intervention data&#xD;
      will be collected. The hypothesis is that all 3 workshops will decrease stress and improve&#xD;
      well-being and that the manner in which each workshop will do so may be different (e.g. MBSR&#xD;
      will benefit student well-being by increasing mindfulness and self-compassion whereas&#xD;
      Emotional Intelligence may benefit student well-being by improving cognitive emotion&#xD;
      regulation). Given the current state of mental health challenges and stress on college&#xD;
      campuses, the goal of this randomized-controlled trial is to strengthen the literature on&#xD;
      wellness programs for students and to show that student well-being can significantly increase&#xD;
      through effective interventions.&#xD;
    </textblock>
  </brief_summary>
  <overall_status>Completed</overall_status>
  <start_date type="Actual">January 15, 2019</start_date>
  <completion_date type="Actual">November 30, 2019</completion_date>
  <primary_completion_date type="Actual">November 30, 2019</primary_completion_date>
  <phase>N/A</phase>
  <study_type>Interventional</study_type>
  <has_expanded_access>No</has_expanded_access>
  <study_design_info>
    <allocation>Randomized</allocation>
    <intervention_model>Factorial Assignment</intervention_model>
    <primary_purpose>Basic Science</primary_purpose>
    <masking>None (Open Label)</masking>
  </study_design_info>
  <primary_outcome>
    <measure>Mood and Anxiety Symptom Questionnaire Short Form</measure>
    <time_frame>11 Weeks</time_frame>
    <description>The MASQ-Short contains 30 questions with three subscales that measure: general distress, depressive symptoms, and anxious symptoms. All individual items are rated on a scale 1 to 5, where 1 indicates the individual has not felt this way at all during the past week and 5 indicates that they have felt this way extremely. The total possible score for the scale is 150 and the minimum is 30. The three sub scales are totaled together to create the total score (each contains 10 questions). The minimum and maximum scores for the subscales are 10 and 50 respectively.</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Perceived Stress Scale</measure>
    <time_frame>11 Weeks</time_frame>
    <description>The 10-item Perceived Stress Scale (Cohen, S., Kamarck, T., and Mermelstein, R., 1983) measures the degree to which situations in one's life are appraised as stressful. Respondents report how frequently they feel stress or have difficulty coping with life stresses. Items include questions that ask about the frequency of negative experiences, e.g., &quot;In the last month, how often have you felt that you were unable to control the important things in your life?&quot; and positive experiences, e.g., &quot;In the last month, how often have you felt that things were going your way?&quot; Responses range from 0=never to 4=very often. The minimum and maximum scores are 0 and 40 respectively.</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Emotional Intelligence Perception Skill Test</measure>
    <time_frame>11 weeks</time_frame>
    <description>Assesses participant ability to perceive emotions accurately</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Satisfaction with Life Scale</measure>
    <time_frame>11 Weeks</time_frame>
    <description>The Satisfaction with Life Scale (SWLS; Diener, Emmons, Larsen, &amp; Griffin, 1985) will be used to test participants satisfaction with their lives. This scale is 5-items and is rated on a 7 point scale from 1 (strongly disagree) to 7 (strongly agree). Examples of items include, &quot;The conditions of my life are excellent&quot; and &quot; If I could live my life over, I would change almost nothing&quot;. The minimum and maximum total scores are 5 and 35 respectively.</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Five Facet Mindfulness Questionnaire</measure>
    <time_frame>11 Weeks</time_frame>
    <description>Five Facet Mindfulness Questionnaire - 15-item, (FFMQ-15; Baer et al., 2008) is a 15 item measure of mindfulness that participants rate on a scale from 1 - 5 depending on how much they agree with the statement. Low scores indicate low mindfulness and high scores indicate high levels of mindfulness. Minimum and maximum scores are 15 and 75 respectively.</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Ryff Scales for Psychological Wellbeing</measure>
    <time_frame>11 Weeks</time_frame>
    <description>Psychological Well-Being Scale-18 (Ryff, 2008) is an 18-item form to assess psychological wellbeing. Items are rated on a 7-point scale from strongly disagree to strongly agree. Low scores indicate poor psychological wellbeing while high scores indicate healthy psychological wellbeing. Total scores range from 18 to 126.</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Burnout</measure>
    <time_frame>11 Weeks</time_frame>
    <description>The Single-item Measure of Burnout (Rohland, Kruse, &amp; Rohrer, 2004) will be used to measure student burnout. This measure only contains one item: &quot;Overall, based on your definition of burnout, how would you rate your level of burnout?&quot; Participants are asked to choose one answer ranging from 1 (I enjoy my work. I have no symptoms of burnout) to 5 (I feel completely burned out and often wonder if I can go on. I am at the point where I may need some changes or may need to seek some sort of help).</description>
  </primary_outcome>
  <secondary_outcome>
    <measure>Gratitude Scale</measure>
    <time_frame>11 Weeks</time_frame>
    <description>The Gratitude Questionnaire-Six Item Form (GQ-6; McCullough, Emmons, &amp; Tsang, 2002) is a 6-item measure to test a participant amount of gratitude that they feel. The items are rated on a scale from 1 to 7, 1 (strongly disagree) to 7 (strongly agree). Examples of items include, &quot;I have so much in my life to be thankful for&quot; and &quot;Long amounts of time can go by before I feel grateful to something or someone.&quot; Low scores indicate low gratitude and high scores indicate high gratitude. Total scores range from 6 to 42.</description>
  </secondary_outcome>
  <secondary_outcome>
    <measure>Self-compassion Scale</measure>
    <time_frame>11 Weeks</time_frame>
    <description>The 12 item Self-Compassion-Short Form assess self-reported self-compassion. Responses are given on a five-point scale from &quot;Almost Never&quot; to &quot;Almost Always.&quot; Low scores indicate low self-compassion and high scores indicate high self-compassion. Scores range from 12 to 60.</description>
  </secondary_outcome>
  <secondary_outcome>
    <measure>Life Orientation Scale</measure>
    <time_frame>11 Weeks</time_frame>
    <description>The Life Orientation Test- Revised (LOT-R; Scheier, Carver, &amp; Bridges, 1994) will be used to measure the optimism of students. This test includes 10 items rated on a 5 point scale from 1 ( I disagree a lot) to 5 (I agree a lot). Examples of items include, &quot; If something can go wrong for me, it will&quot; and &quot;In uncertain times, I usually expect the best.&quot; Scores range from low optimism (10) to high optimism (50).</description>
  </secondary_outcome>
  <secondary_outcome>
    <measure>Brief COPE Scale</measure>
    <time_frame>11 Weeks</time_frame>
    <description>Brief COPE (Carver, 1997) is a 28-item survey for measuring what emotion regulation strategies people use to deal with stressful situations. Participatns are asked to answer questions on a scale from 1 - 4. Low scores of emotion regulation ability (28) to high scores of emotion regulation ability (112).</description>
  </secondary_outcome>
  <secondary_outcome>
    <measure>Creativity Performance Questions</measure>
    <time_frame>11 Weeks</time_frame>
    <description>Assesses creativity using performance metrics. Students are asked to come up with as many creative solutions to a prompt over the course of 1.5 minutes. Responses are coded for uniqueness and breadth.</description>
  </secondary_outcome>
  <secondary_outcome>
    <measure>Social Connectedness Scale</measure>
    <time_frame>11 Weeks</time_frame>
    <description>This scale consists of 10 positively worded and 10 negatively worded items. The 10 new positively worded items capture experiencing a sense of closeness with others and maintaining and seeking connections. Sample items include &quot;I am able to connect with other people,&quot; and &quot;I am able to relate to my peers.&quot; The 10 negatively worded items capture one's experience of distance and isolation from others, for example, &quot;I see myself as a loner&quot; and &quot;I feel like an outsider.&quot; Items are rated on a 6-point Likert-type scale ranging from &quot;Strongly disagree&quot; to &quot;Strongly agree.&quot; Low scores (20) indicate low social connectedness while high scores (80) indicate high school connectedness.</description>
  </secondary_outcome>
  <secondary_outcome>
    <measure>One-item Self-esteem Scale</measure>
    <time_frame>11 Weeks</time_frame>
    <description>Single Item Self-Esteem Scale (SISE; Robins, Hendin, &amp; Trzesniewski, 2001) is a single item measure of the construct of self-esteem that has been validated against the well-known Rosenberg Self-Esteem Scale. Scores range from 1 - 5 with low self-esteem indicated by a score of 1.</description>
  </secondary_outcome>
  <secondary_outcome>
    <measure>Big Five Questionnaire</measure>
    <time_frame>Baseline</time_frame>
    <description>The Big Five Inventory is a 44 item self-report measure for assessing the basic personality dimensions of extraversion (e.g., &quot;talkative&quot;), agreeableness (e.g., &quot;helpful and unselfish with others&quot;), conscientiousness (&quot;does things carefully and completely&quot;), neuroticism, and openness to experience (e.g., &quot;original, comes up with new ideas&quot;; Soto, John, Gosling, &amp; Potter, 2008). Respondents rate the extent to which they agree with self-descriptive statements using a 1 (&quot;strongly disagree&quot;) to 5 (&quot;strongly agree&quot;) response scale. A total score is not created for this measure. Rather, sub scale scores are created. Ranges of scores: extraversion (8-40), agreeableness (9-45), conscientiousness (9-45), neuroticism (8-40), and openness (10-50).</description>
  </secondary_outcome>
  <secondary_outcome>
    <measure>Human Wellbeing Scale</measure>
    <time_frame>11 Weeks</time_frame>
    <description>This scale is a 36-item scale where participants report how often they feel a specific list of emotions. Low scores indicate low wellbeing and high scores indicate high wellbeing. Choices range from 1-5 and scores range from 36 to 180.</description>
  </secondary_outcome>
  <number_of_arms>4</number_of_arms>
  <enrollment type="Actual">300</enrollment>
  <condition>Mental Health Wellness 1</condition>
  <arm_group>
    <arm_group_label>Sudarshan Kriya Yoga</arm_group_label>
    <arm_group_type>Experimental</arm_group_type>
    <description>Sudarshan Kriya Yoga workshop is a nationally-recognized program focused on teaching yoga-based breathing techniques.</description>
  </arm_group>
  <arm_group>
    <arm_group_label>Mindfulness-Based Stress Reduction</arm_group_label>
    <arm_group_type>Experimental</arm_group_type>
    <description>Mindfulness-Based Stress Reduction (MBSR) is a nationally-recognized program focused on teaching mindfulness techniques.</description>
  </arm_group>
  <arm_group>
    <arm_group_label>Emotional Intelligence</arm_group_label>
    <arm_group_type>Experimental</arm_group_type>
    <description>Emotional Intelligence is a program developed for university students that focuses on teaching the skills of emotional intelligence such as labeling, understanding, and regulating emotions.</description>
  </arm_group>
  <arm_group>
    <arm_group_label>Control</arm_group_label>
    <arm_group_type>No Intervention</arm_group_type>
    <description>The control group will receive no intervention.</description>
  </arm_group>
  <intervention>
    <intervention_type>Behavioral</intervention_type>
    <intervention_name>Sudarshan Kriya Yoga</intervention_name>
    <description>Yoga-based breathing program.</description>
    <arm_group_label>Sudarshan Kriya Yoga</arm_group_label>
  </intervention>
  <intervention>
    <intervention_type>Behavioral</intervention_type>
    <intervention_name>Mindfulness-Based Stress Reduction</intervention_name>
    <description>Mindfulness program.</description>
    <arm_group_label>Mindfulness-Based Stress Reduction</arm_group_label>
    <other_name>MBSR</other_name>
  </intervention>
  <intervention>
    <intervention_type>Behavioral</intervention_type>
    <intervention_name>Emotional Intelligence</intervention_name>
    <description>Emotional Intelligence program.</description>
    <arm_group_label>Emotional Intelligence</arm_group_label>
    <other_name>EI</other_name>
  </intervention>
  <eligibility>
    <criteria>
      <textblock>
        Criteria: Inclusion Criteria:&#xD;
&#xD;
          -  Yale student.&#xD;
&#xD;
        Exclusion Criteria:&#xD;
&#xD;
          -  Under 18 years old.&#xD;
      </textblock>
    </criteria>
    <gender>All</gender>
    <minimum_age>18 Years</minimum_age>
    <maximum_age>N/A</maximum_age>
    <healthy_volunteers>Accepts Healthy Volunteers</healthy_volunteers>
  </eligibility>
  <overall_official>
    <last_name>Marc Brackett, Ph.D.</last_name>
    <role>Principal Investigator</role>
    <affiliation>Director, Yale Center for Emotional Intelligence</affiliation>
  </overall_official>
  <overall_official>
    <last_name>Leilah Harouni, B.S.</last_name>
    <role>Study Chair</role>
    <affiliation>Postgraduate Research Associate, Yale Center for Emotional Intelligence</affiliation>
  </overall_official>
  <location>
    <facility>
      <name>Yale Center for Emotional Intelligence</name>
      <address>
        <city>New Haven</city>
        <state>Connecticut</state>
        <zip>06511</zip>
        <country>United States</country>
      </address>
    </facility>
  </location>
  <location_countries>
    <country>United States</country>
  </location_countries>
  <verification_date>March 2020</verification_date>
  <study_first_submitted>July 20, 2017</study_first_submitted>
  <study_first_submitted_qc>July 21, 2017</study_first_submitted_qc>
  <study_first_posted type="Actual">July 25, 2017</study_first_posted>
  <last_update_submitted>March 11, 2020</last_update_submitted>
  <last_update_submitted_qc>March 11, 2020</last_update_submitted_qc>
  <last_update_posted type="Actual">March 13, 2020</last_update_posted>
  <responsible_party>
    <responsible_party_type>Sponsor</responsible_party_type>
  </responsible_party>
  <patient_data>
    <sharing_ipd>No</sharing_ipd>
  </patient_data>
  <!-- Results have not yet been posted for this study                                          -->
</clinical_study>


download date: ClinicalTrials.gov processed this data on September 20, 2023
link text: Link to the current ClinicalTrials.gov record.
url: https://clinicaltrials.gov/ct2/show/NCT03229577
org study id: 2000020302
nct id: NCT03229577
lead sponsor: 
has dmc: No
is fda regulated drug: No
is fda regulated device: No
The Yale College Emotional Intelligence project aims to highlight the beneficial impact of
      wellness programs for Yale students. The investigators will examine the benefits of 3
      empirically-validated programs (Emotional Intelligence, Mindfulness-Based Stress Reduction
      (MBSR) & SKY Yoga Breathing) for Yale students on measures of general well-being (e.g.
      perceived stress, gratitude etc). The study will also include a no-treatment control group as
      a comparative measure to the well-being programs. The goal of the study is to show how each
      program benefits student well-being over time. Pre-intervention and post-intervention data
      will be collected. The hypothesis is that all 3 workshops will decrease stress and improve
      well-being and that the manner in which each workshop will do so may be different (e.g. MBSR
      will benefit student well-being by increasing mindfulness and self-compassion whereas
      Emotional Intelligence may benefit student well-being by improving cognitive emotion
      regulation). Given the current state of mental health challenges and stress on college
      campuses, the goal of this randomized-controlled trial is to strengthen the literature on
      wellness programs for students and to show that student well-being can significantly increase
      through effective interventions.
allocation: Randomized
intervention model: Factorial Assignment
primary purpose: Basic Science
masking: None (Open Label)
measure: Mood and Anxiety Symptom Questionnaire Short Form
time frame: 11 Weeks
description: The MASQ-Short contains 30 questions with three subscales that measure: general distress, depressive symptoms, and anxious symptoms. All individual items are rated on a scale 1 to 5, where 1 indicates the individual has not felt this way at all during the past week and 5 indicates that they have felt this way extremely. The total possible score for the scale is 150 and the minimum is 30. The three sub scales are totaled together to create the total score (each contains 10 questions). The minimum and maximum scores for the subscales are 10 and 50 respectively.
measure: Perceived Stress Scale
time frame: 11 Weeks
description: The 10-item Perceived Stress Scale (Cohen, S., Kamarck, T., and Mermelstein, R., 1983) measures the degree to which situations in one's life are appraised as stressful. Respondents report how frequently they feel stress or have difficulty coping with life stresses. Items include questions that ask about the frequency of negative experiences, e.g., "In the last month, how often have you felt that you were unable to control the important things in your life?" and positive experiences, e.g., "In the last month, how often have you felt that things were going your way?" Responses range from 0=never to 4=very often. The minimum and maximum scores are 0 and 40 respectively.
measure: Emotional Intelligence Perception Skill Test
time frame: 11 weeks
description: Assesses participant ability to perceive emotions accurately
measure: Satisfaction with Life Scale
time frame: 11 Weeks
description: The Satisfaction with Life Scale (SWLS; Diener, Emmons, Larsen, & Griffin, 1985) will be used to test participants satisfaction with their lives. This scale is 5-items and is rated on a 7 point scale from 1 (strongly disagree) to 7 (strongly agree). Examples of items include, "The conditions of my life are excellent" and " If I could live my life over, I would change almost nothing". The minimum and maximum total scores are 5 and 35 respectively.
measure: Five Facet Mindfulness Questionnaire
time frame: 11 Weeks
description: Five Facet Mindfulness Questionnaire - 15-item, (FFMQ-15; Baer et al., 2008) is a 15 item measure of mindfulness that participants rate on a scale from 1 - 5 depending on how much they agree with the statement. Low scores indicate low mindfulness and high scores indicate high levels of mindfulness. Minimum and maximum scores are 15 and 75 respectively.
measure: Ryff Scales for Psychological Wellbeing
time frame: 11 Weeks
description: Psychological Well-Being Scale-18 (Ryff, 2008) is an 18-item form to assess psychological wellbeing. Items are rated on a 7-point scale from strongly disagree to strongly agree. Low scores indicate poor psychological wellbeing while high scores indicate healthy psychological wellbeing. Total scores range from 18 to 126.
measure: Burnout
time frame: 11 Weeks
description: The Single-item Measure of Burnout (Rohland, Kruse, & Rohrer, 2004) will be used to measure student burnout. This measure only contains one item: "Overall, based on your definition of burnout, how would you rate your level of burnout?" Participants are asked to choose one answer ranging from 1 (I enjoy my work. I have no symptoms of burnout) to 5 (I feel completely burned out and often wonder if I can go on. I am at the point where I may need some changes or may need to seek some sort of help).
measure: Gratitude Scale
time frame: 11 Weeks
description: The Gratitude Questionnaire-Six Item Form (GQ-6; McCullough, Emmons, & Tsang, 2002) is a 6-item measure to test a participant amount of gratitude that they feel. The items are rated on a scale from 1 to 7, 1 (strongly disagree) to 7 (strongly agree). Examples of items include, "I have so much in my life to be thankful for" and "Long amounts of time can go by before I feel grateful to something or someone." Low scores indicate low gratitude and high scores indicate high gratitude. Total scores range from 6 to 42.
measure: Self-compassion Scale
time frame: 11 Weeks
description: The 12 item Self-Compassion-Short Form assess self-reported self-compassion. Responses are given on a five-point scale from "Almost Never" to "Almost Always." Low scores indicate low self-compassion and high scores indicate high self-compassion. Scores range from 12 to 60.
measure: Life Orientation Scale
time frame: 11 Weeks
description: The Life Orientation Test- Revised (LOT-R; Scheier, Carver, & Bridges, 1994) will be used to measure the optimism of students. This test includes 10 items rated on a 5 point scale from 1 ( I disagree a lot) to 5 (I agree a lot). Examples of items include, " If something can go wrong for me, it will" and "In uncertain times, I usually expect the best." Scores range from low optimism (10) to high optimism (50).
measure: Brief COPE Scale
time frame: 11 Weeks
description: Brief COPE (Carver, 1997) is a 28-item survey for measuring what emotion regulation strategies people use to deal with stressful situations. Participatns are asked to answer questions on a scale from 1 - 4. Low scores of emotion regulation ability (28) to high scores of emotion regulation ability (112).
measure: Creativity Performance Questions
time frame: 11 Weeks
description: Assesses creativity using performance metrics. Students are asked to come up with as many creative solutions to a prompt over the course of 1.5 minutes. Responses are coded for uniqueness and breadth.
measure: Social Connectedness Scale
time frame: 11 Weeks
description: This scale consists of 10 positively worded and 10 negatively worded items. The 10 new positively worded items capture experiencing a sense of closeness with others and maintaining and seeking connections. Sample items include "I am able to connect with other people," and "I am able to relate to my peers." The 10 negatively worded items capture one's experience of distance and isolation from others, for example, "I see myself as a loner" and "I feel like an outsider." Items are rated on a 6-point Likert-type scale ranging from "Strongly disagree" to "Strongly agree." Low scores (20) indicate low social connectedness while high scores (80) indicate high school connectedness.
measure: One-item Self-esteem Scale
time frame: 11 Weeks
description: Single Item Self-Esteem Scale (SISE; Robins, Hendin, & Trzesniewski, 2001) is a single item measure of the construct of self-esteem that has been validated against the well-known Rosenberg Self-Esteem Scale. Scores range from 1 - 5 with low self-esteem indicated by a score of 1.
measure: Big Five Questionnaire
time frame: Baseline
description: The Big Five Inventory is a 44 item self-report measure for assessing the basic personality dimensions of extraversion (e.g., "talkative"), agreeableness (e.g., "helpful and unselfish with others"), conscientiousness ("does things carefully and completely"), neuroticism, and openness to experience (e.g., "original, comes up with new ideas"; Soto, John, Gosling, & Potter, 2008). Respondents rate the extent to which they agree with self-descriptive statements using a 1 ("strongly disagree") to 5 ("strongly agree") response scale. A total score is not created for this measure. Rather, sub scale scores are created. Ranges of scores: extraversion (8-40), agreeableness (9-45), conscientiousness (9-45), neuroticism (8-40), and openness (10-50).
measure: Human Wellbeing Scale
time frame: 11 Weeks
description: This scale is a 36-item scale where participants report how often they feel a specific list of emotions. Low scores indicate low wellbeing and high scores indicate high wellbeing. Choices range from 1-5 and scores range from 36 to 180.
arm group label: Sudarshan Kriya Yoga
arm group type: Experimental
description: Sudarshan Kriya Yoga workshop is a nationally-recognized program focused on teaching yoga-based breathing techniques.
arm group label: Mindfulness-Based Stress Reduction
arm group type: Experimental
description: Mindfulness-Based Stress Reduction (MBSR) is a nationally-recognized program focused on teaching mindfulness techniques.
arm group label: Emotional Intelligence
arm group type: Experimental
description: Emotional Intelligence is a program developed for university students that focuses on teaching the skills of emotional intelligence such as labeling, understanding, and regulating emotions.
arm group label: Control
arm group type: No Intervention
description: The control group will receive no intervention.
intervention type: Behavioral
intervention name: Sudarshan Kriya Yoga
description: Yoga-based breathing program.
arm group label: Sudarshan Kriya Yoga
intervention type: Behavioral
intervention name: Mindfulness-Based Stress Reduction
description: Mindfulness program.
arm group label: Mindfulness-Based Stress Reduction
other name: MBSR
intervention type: Behavioral
intervention name: Emotional Intelligence
description: Emotional Intelligence program.
arm group label: Emotional Intelligence
other name: EI
criteria: 
gender: All
minimum age: 18 Years
maximum age: N/A
healthy volunteers: Accepts Healthy Volunteers
last name: Marc Brackett, Ph.D.
role: Principal Investigator
affiliation: Director, Yale Center for Emotional Intelligence
last name: Leilah Harouni, B.S.
role: Study Chair
affiliation: Postgraduate Research Associate, Yale Center for Emotional Intelligence
facility: 
country: United States
responsible party type: Sponsor
sharing ipd: No