<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/NCT03274934</url>
  </required_header>
  <id_info>
    <org_study_id>21000039071</org_study_id>
    <nct_id>NCT03274934</nct_id>
  </id_info>
  <brief_title>The Effectiveness of the Mobile-based Youth COMPASS Program to Promote Adolescent Well-being and Life-control</brief_title>
  <acronym>YouthCOMPASS</acronym>
  <official_title>The Effectiveness of the Novel Web- and Mobile-based Acceptance- and Commitment Therapy Program Youth COMPASS to Promote Adolescent Well-being and Life-control</official_title>
  <sponsors>
    <lead_sponsor>
      <agency>University of Jyvaskyla</agency>
      <agency_class>Other</agency_class>
    </lead_sponsor>
    <collaborator>
      <agency>the Finnish Cultural Foundation, Central Finland Regional Fund</agency>
      <agency_class>Other</agency_class>
    </collaborator>
  </sponsors>
  <source>University of Jyvaskyla</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 aim of this randomized control trial is to examine effectiveness of individually tailored&#xD;
      web- and mobile-based Acceptance- and Commitment Therapy interventions to promote&#xD;
      adolescents' well-being and life-control and subsequently support their successful transition&#xD;
      from basic education to upper secondary education. Our additional aim is to examine to what&#xD;
      extent the effectiveness of the intervention varies according to intervention intensity and&#xD;
      according to risk for school failure. The five-week structured intervention is delivered&#xD;
      using the novel web-and mobile-based program Youth COMPASS following the principles of the&#xD;
      Acceptance and Commitment Therapy (ACT). The Internet context is assumed to be particularly&#xD;
      motivating for youth who enjoy spending time online using different social media.&#xD;
      Internet-based interventions have several advantages; they can include more information and&#xD;
      treatment components than traditionally delivered treatments and that intervention programs&#xD;
      are accessible at any time and at any place. Another unique aspect of the Youth COMPASS is&#xD;
      the fact that it is individually-tailored. Each participant have an individually assigned&#xD;
      online coach who provides support and encouragement, reminds about Youth COMPASS, sends&#xD;
      individualized feedback, and recommends different exercises. The study hypothetizes that the&#xD;
      Youth COMPASS is more effective than school counseling as usual. More specifically, the Youth&#xD;
      COMPASS is expected to be more effective when it is combined with face-to-face support than&#xD;
      when support and feedback are provided only via the Internet. Also, the Youth COMPASS with no&#xD;
      face-to-face support (online only) is expected to be more effective than receiving only&#xD;
      regular school counseling. Finally, the Youth COMPASS is expected to be more effective for&#xD;
      students at risk for school failure than for students without risk for school failure,&#xD;
      especially when at risk-adolescents receive more intensive support (i.e., both online and&#xD;
      face-to-face support).&#xD;
    </textblock>
  </brief_summary>
  <detailed_description>
    <textblock>
      The aim of this randomized control trial is to examine effectiveness of individually tailored&#xD;
      web- and mobile-based Acceptance- and Commitment Therapy interventions to promote&#xD;
      adolescents' well-being and life-control and subsequently support their successful transition&#xD;
      from basic education to upper secondary education. Our additional aim is to examine to what&#xD;
      extent the effectiveness of the intervention varies according to intervention intensity and&#xD;
      according to risk for school failure. The five-week structured intervention is delivered&#xD;
      using the novel web-and mobile-based program Youth COMPASS following the principles of the&#xD;
      Acceptance and Commitment Therapy (ACT). The Internet context is assumed to be particularly&#xD;
      motivating for youth who enjoy spending time online using different social media.&#xD;
      Internet-based interventions have several advantages; they can include more information and&#xD;
      treatment components than traditionally delivered treatments and that intervention programs&#xD;
      are accessible at any time and at any place. Another unique aspect of the Youth COMPASS is&#xD;
      the fact that it is individually-tailored. Each participant have an individually assigned&#xD;
      online coach who provides support and encouragement, reminds about Youth COMPASS, sends&#xD;
      individualized feedback, and recommends different exercises. The study hypothetizes that the&#xD;
      Youth COMPASS is more effective than school counseling as usual. More specifically, the Youth&#xD;
      COMPASS is expected to be more effective when it is combined with face-to-face support than&#xD;
      when support and feedback are provided only via the Internet. Also, the Youth COMPASS with no&#xD;
      face-to-face support (online only) is expected to be more effective than receiving only&#xD;
      regular school counseling. Finally, the Youth COMPASS is expected to be more effective for&#xD;
      students at risk for school failure than for students without risk for school failure,&#xD;
      especially when at risk-adolescents receive more intensive support (i.e., both online and&#xD;
      face-to-face support). The participants of the effectiveness study of the Youth COMPASS are&#xD;
      selected from the participants of the broader longitudinal STAIRWAY (TIKAPUU in Finnish) -&#xD;
      From Primary School to Secondary School study, which follows a community sample of Finnish&#xD;
      adolescents (n~850) across critical educational transitions. The overall aim of the STAIRWAY&#xD;
      project is to broaden our understanding of the individual- and environment-related factors&#xD;
      that promote learning, well-being and successful educational transitions.&#xD;
    </textblock>
  </detailed_description>
  <overall_status>Completed</overall_status>
  <start_date type="Actual">September 21, 2017</start_date>
  <completion_date type="Actual">December 31, 2019</completion_date>
  <primary_completion_date type="Actual">December 15, 2017</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>Parallel Assignment</intervention_model>
    <intervention_model_description>Treatment, Parallel assessment, Randomized, Efficacy study</intervention_model_description>
    <primary_purpose>Basic Science</primary_purpose>
    <masking>None (Open Label)</masking>
  </study_design_info>
  <primary_outcome>
    <measure>Life satisfaction (Diener et al., 1985)</measure>
    <time_frame>Change from baseline at 2, 6, 12 and 18 months after the intervention.</time_frame>
    <description>Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Self-esteem (Rosenberg, 1965),</measure>
    <time_frame>Change from baseline at 2, 6, 12 and 18 months after the intervention.</time_frame>
    <description>Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Depressive symptoms (Salokangas et al., 1995)</measure>
    <time_frame>Change from baseline at 2, 6, 12 and 18 months after the intervention.</time_frame>
    <description>Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Stress (Elo et al., 2003)</measure>
    <time_frame>Change from baseline at 2, 6, 12 and 18 months after the intervention.</time_frame>
    <description>Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Difficulties and Strenghts questionnaire (SDQ, Goodman et al. 1997) measuring emotional symptoms, hyperactivity, conduct problems and prosociality</measure>
    <time_frame>Change from baseline at 2, 6, 12 and 18 months after the intervention.</time_frame>
    <description>Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Well-being in school (World Health Organization)</measure>
    <time_frame>Change from baseline at 2, 6, 12 and 18 months after the intervention.</time_frame>
    <description>Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Career choice preparedness (Koivisto et al., 2011)</measure>
    <time_frame>Change from baseline at 2, 6, 12 and 18 months after the intervention.</time_frame>
    <description>Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Educational expectations</measure>
    <time_frame>Change from baseline at 2, 6, 12 and 18 months after the intervention.</time_frame>
    <description>Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.</description>
  </primary_outcome>
  <secondary_outcome>
    <measure>Psychological flexibility (Greco et al., 2008)</measure>
    <time_frame>Change from baseline at 2, 6, 12 and 18 months after the intervention.</time_frame>
    <description>Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.</description>
  </secondary_outcome>
  <secondary_outcome>
    <measure>Mindfulness skills (Ciarrochi et al., 2011)</measure>
    <time_frame>Change from baseline at 2, 6, 12 and 18 months after the intervention.</time_frame>
    <description>Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.</description>
  </secondary_outcome>
  <secondary_outcome>
    <measure>Identity formation (DIDS; Luyckx et al., 2008; see also Marttinen et al., 2016)</measure>
    <time_frame>Change from baseline at 2, 6, 12 and 18 months after the intervention</time_frame>
    <description>In addition to self-reports, also school register information is collected regarding academic performance, school absences and progress in studies.</description>
  </secondary_outcome>
  <secondary_outcome>
    <measure>Truancy</measure>
    <time_frame>Change from baseline at 2, 6, 12 and 18 months after the intervention.</time_frame>
    <description>Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.</description>
  </secondary_outcome>
  <secondary_outcome>
    <measure>School grades</measure>
    <time_frame>Four years from the baseline.</time_frame>
    <description>In addition to self-reports, also school register information is collected.</description>
  </secondary_outcome>
  <secondary_outcome>
    <measure>Initiation of upper secondary education</measure>
    <time_frame>Four years from the baseline.</time_frame>
    <description>In addition to self-reports, also school register information is collected.</description>
  </secondary_outcome>
  <secondary_outcome>
    <measure>Progress in upper secondary studies</measure>
    <time_frame>Four years from the baseline.</time_frame>
    <description>In addition to self-reports, also school register information is collected.</description>
  </secondary_outcome>
  <secondary_outcome>
    <measure>Changes in study field in upper secondary education</measure>
    <time_frame>Four years from the baseline.</time_frame>
    <description>In addition to self-reports, also school register information is collected.</description>
  </secondary_outcome>
  <secondary_outcome>
    <measure>Staying in vs. dropping out of education</measure>
    <time_frame>Four years from the baseline.</time_frame>
    <description>In addition to self-reports, also school register information is collected.</description>
  </secondary_outcome>
  <secondary_outcome>
    <measure>Graduation time</measure>
    <time_frame>Four years from the baseline.</time_frame>
    <description>In addition to self-reports, also school register information is collected.</description>
  </secondary_outcome>
  <other_outcome>
    <measure>Achievement strategies (Nurmi et al., 1995)</measure>
    <time_frame>Change from baseline at 2, 6, 12 and 18 months after the intervention.</time_frame>
    <description>Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.</description>
  </other_outcome>
  <other_outcome>
    <measure>Academic buoyancy (Martin &amp; Marsh, 2008)</measure>
    <time_frame>Change from baseline at 2, 6, 12 and 18 months after the intervention.</time_frame>
    <description>Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.</description>
  </other_outcome>
  <other_outcome>
    <measure>Recovery from school work (see also Winwood et al., 2005)</measure>
    <time_frame>Change from baseline at 2, 6, 12 and 18 months after the intervention.</time_frame>
    <description>Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.</description>
  </other_outcome>
  <other_outcome>
    <measure>Child-Parent relationship (Pianta, 1992)</measure>
    <time_frame>Change from baseline at 2, 6, 12 and 18 months after the intervention.</time_frame>
    <description>Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.</description>
  </other_outcome>
  <other_outcome>
    <measure>Student-Teacher relationship (Pianta, 2001)</measure>
    <time_frame>Change from baseline at 2, 6, 12 and 18 months after the intervention.</time_frame>
    <description>Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.</description>
  </other_outcome>
  <other_outcome>
    <measure>Best Friend-Student (Bukowski et al., 1994) relationship</measure>
    <time_frame>Change from baseline at 2, 6, 12 and 18 months after the intervention.</time_frame>
    <description>Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.</description>
  </other_outcome>
  <other_outcome>
    <measure>Temperament (Rothbart &amp; Ellis, 2001)</measure>
    <time_frame>Change from baseline at 2, 6, 12 and 18 months after the intervention.</time_frame>
    <description>Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.</description>
  </other_outcome>
  <other_outcome>
    <measure>Substance use (Rimpelä et al., 2003)</measure>
    <time_frame>Change from baseline at 2, 6, 12 and 18 months after the intervention.</time_frame>
    <description>Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.</description>
  </other_outcome>
  <other_outcome>
    <measure>Loneliness (World Health Organization)</measure>
    <time_frame>Change from baseline at 2, 6, 12 and 18 months after the intervention.</time_frame>
    <description>Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.</description>
  </other_outcome>
  <other_outcome>
    <measure>Health behaviors (World Health Organization)</measure>
    <time_frame>Change from baseline at 2, 6, 12 and 18 months after the intervention.</time_frame>
    <description>Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.</description>
  </other_outcome>
  <other_outcome>
    <measure>Dating</measure>
    <time_frame>Change from baseline at 2, 6, 12 and 18 months after the intervention.</time_frame>
    <description>Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.</description>
  </other_outcome>
  <other_outcome>
    <measure>Having hobbies</measure>
    <time_frame>Change from baseline at 2, 6, 12 and 18 months after the intervention.</time_frame>
    <description>Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.</description>
  </other_outcome>
  <number_of_arms>3</number_of_arms>
  <enrollment type="Actual">249</enrollment>
  <condition>Well-being</condition>
  <arm_group>
    <arm_group_label>Face-to-face and online support group</arm_group_label>
    <arm_group_type>Experimental</arm_group_type>
    <description>Behavioral: Structured web- and mobile-based intervention with Youth COMPASS program to support adolescents' well-being, career preparation and life-control and subsequently support successful transition to upper secondary education. The Youth COMPASS is the five-week online program according to principles of Acceptance and Commitment Therapy aiming to enhance adolescents' psychological flexibility by guiding adolescents in exploring their values and setting goals and changing behaviors according to their goals (week 1), and learning acceptance defusion and mindfulness skills (weeks 2-3) and integrating these skills into their personal life (weeks 4-5). The participants in this condition receive weekly online support and feedback from their individually assigned coach. In addition, they meet their coach twice in the face-to-face meetings. The aim of the meetings is to increase adolescents' internal motivation and thereby participation in the program.</description>
  </arm_group>
  <arm_group>
    <arm_group_label>Only online support group</arm_group_label>
    <arm_group_type>Experimental</arm_group_type>
    <description>Behavioral: web- and mobile-based intervention with Youth COMPASS program to support adolescents' well-being, career preparation and life-control and subsequently support successful transition to upper secondary education. The Youth COMPASS is a five-week online program according to principles of Acceptance and Commitment Therapy aiming to enhance adolescents' psychological flexibility by guiding adolescents in exploring their values and setting goals and changing behaviors according to their goals (week 1), and learning acceptance defusion and mindfulness skills (weeks 2-3) and integrating these skills into their personal life (weeks 4-5). The participants in this condition receive weekly online support and feedback from their individually assigned coach.</description>
  </arm_group>
  <arm_group>
    <arm_group_label>Control group</arm_group_label>
    <arm_group_type>Experimental</arm_group_type>
    <description>Behavioral: No intervention, school counseling as usual</description>
  </arm_group>
  <intervention>
    <intervention_type>Behavioral</intervention_type>
    <intervention_name>Experimental: face-to-face and online support group:</intervention_name>
    <description>5-week intervention according to Acceptance and Commitment Therapy principles with the web-and mobile-based Youth COMPASS program, face-to-face support (2 meetings) and weekly online mobile support and feedback from the individually assigned coach (one third of the participants is randomly assigned to this group)</description>
    <arm_group_label>Face-to-face and online support group</arm_group_label>
  </intervention>
  <intervention>
    <intervention_type>Behavioral</intervention_type>
    <intervention_name>Experimental: only online support group:</intervention_name>
    <description>5-week intervention according to ACT principles with the web-and mobile-based Youth COMPASS program, no face-to-face support, weekly mobile online support and feedback from the individually assigned coach (one third of the participants is randomly assigned to this group)</description>
    <arm_group_label>Only online support group</arm_group_label>
  </intervention>
  <intervention>
    <intervention_type>Behavioral</intervention_type>
    <intervention_name>Control</intervention_name>
    <description>Control group, no intervention, school counseling as usual. (one third of the participants is randomly assigned to this group)</description>
    <arm_group_label>Control group</arm_group_label>
  </intervention>
  <eligibility>
    <criteria>
      <textblock>
        Inclusion Criteria:&#xD;
&#xD;
          -  Adolescents (n = 120) who have risk for school failure (learning difficulties or low&#xD;
             grade point average without learning difficulties)&#xD;
&#xD;
          -  Randomly chosen adolescents (n=120) from the same classrooms who have no risk for&#xD;
             school failure&#xD;
      </textblock>
    </criteria>
    <gender>All</gender>
    <minimum_age>14 Years</minimum_age>
    <maximum_age>16 Years</maximum_age>
    <healthy_volunteers>Accepts Healthy Volunteers</healthy_volunteers>
  </eligibility>
  <overall_official>
    <last_name>Noona Kiuru, PhD</last_name>
    <role>Principal Investigator</role>
    <affiliation>Department of Psychology, University of Jyväskylä, Finland</affiliation>
  </overall_official>
  <location>
    <facility>
      <name>Department of Psychology, University of Jyväskylä</name>
      <address>
        <city>Jyväskylä</city>
        <zip>40014</zip>
        <country>Finland</country>
      </address>
    </facility>
  </location>
  <location_countries>
    <country>Finland</country>
  </location_countries>
  <verification_date>April 2020</verification_date>
  <study_first_submitted>September 1, 2017</study_first_submitted>
  <study_first_submitted_qc>September 4, 2017</study_first_submitted_qc>
  <study_first_posted type="Actual">September 7, 2017</study_first_posted>
  <last_update_submitted>April 1, 2020</last_update_submitted>
  <last_update_submitted_qc>April 1, 2020</last_update_submitted_qc>
  <last_update_posted type="Actual">April 2, 2020</last_update_posted>
  <responsible_party>
    <responsible_party_type>Sponsor</responsible_party_type>
  </responsible_party>
  <keyword>Adolescents</keyword>
  <keyword>Web- and mobile-based intervention</keyword>
  <keyword>Acceptance and Commitment therapy</keyword>
  <keyword>Psychological well-being</keyword>
  <keyword>Career preparation</keyword>
  <keyword>Lifecontrol</keyword>
  <keyword>Successful educational transitions</keyword>
  <keyword>Learning difficulties</keyword>
  <keyword>Psychological flexibility and mindfulness skills</keyword>
  <patient_data>
    <sharing_ipd>Yes</sharing_ipd>
    <ipd_description>Other researchers are encouraged to use the data; however, it requires a research plan and the permission of the research team. Also, at least one of the team members, who know the data well, should be a co-author in all the articles that are written from the data.&#xD;
After 10 years of the data collection, those parts of the data that are not too sensitive (e.g., part of the questionnaire data), will be prepared in collaboration with a Finnish Social Science data Archive in a format that is easily accessible for other researchers. However, using data requires a research plan and the permission of the research team. Also, at least one of the team members, who know the data well, should be a co-author in all the articles that are written from the data.</ipd_description>
  </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/NCT03274934
org study id: 21000039071
nct id: NCT03274934
lead sponsor: 
collaborator: 
has dmc: No
is fda regulated drug: No
is fda regulated device: No
The aim of this randomized control trial is to examine effectiveness of individually tailored
      web- and mobile-based Acceptance- and Commitment Therapy interventions to promote
      adolescents' well-being and life-control and subsequently support their successful transition
      from basic education to upper secondary education. Our additional aim is to examine to what
      extent the effectiveness of the intervention varies according to intervention intensity and
      according to risk for school failure. The five-week structured intervention is delivered
      using the novel web-and mobile-based program Youth COMPASS following the principles of the
      Acceptance and Commitment Therapy (ACT). The Internet context is assumed to be particularly
      motivating for youth who enjoy spending time online using different social media.
      Internet-based interventions have several advantages; they can include more information and
      treatment components than traditionally delivered treatments and that intervention programs
      are accessible at any time and at any place. Another unique aspect of the Youth COMPASS is
      the fact that it is individually-tailored. Each participant have an individually assigned
      online coach who provides support and encouragement, reminds about Youth COMPASS, sends
      individualized feedback, and recommends different exercises. The study hypothetizes that the
      Youth COMPASS is more effective than school counseling as usual. More specifically, the Youth
      COMPASS is expected to be more effective when it is combined with face-to-face support than
      when support and feedback are provided only via the Internet. Also, the Youth COMPASS with no
      face-to-face support (online only) is expected to be more effective than receiving only
      regular school counseling. Finally, the Youth COMPASS is expected to be more effective for
      students at risk for school failure than for students without risk for school failure,
      especially when at risk-adolescents receive more intensive support (i.e., both online and
      face-to-face support).
The aim of this randomized control trial is to examine effectiveness of individually tailored
      web- and mobile-based Acceptance- and Commitment Therapy interventions to promote
      adolescents' well-being and life-control and subsequently support their successful transition
      from basic education to upper secondary education. Our additional aim is to examine to what
      extent the effectiveness of the intervention varies according to intervention intensity and
      according to risk for school failure. The five-week structured intervention is delivered
      using the novel web-and mobile-based program Youth COMPASS following the principles of the
      Acceptance and Commitment Therapy (ACT). The Internet context is assumed to be particularly
      motivating for youth who enjoy spending time online using different social media.
      Internet-based interventions have several advantages; they can include more information and
      treatment components than traditionally delivered treatments and that intervention programs
      are accessible at any time and at any place. Another unique aspect of the Youth COMPASS is
      the fact that it is individually-tailored. Each participant have an individually assigned
      online coach who provides support and encouragement, reminds about Youth COMPASS, sends
      individualized feedback, and recommends different exercises. The study hypothetizes that the
      Youth COMPASS is more effective than school counseling as usual. More specifically, the Youth
      COMPASS is expected to be more effective when it is combined with face-to-face support than
      when support and feedback are provided only via the Internet. Also, the Youth COMPASS with no
      face-to-face support (online only) is expected to be more effective than receiving only
      regular school counseling. Finally, the Youth COMPASS is expected to be more effective for
      students at risk for school failure than for students without risk for school failure,
      especially when at risk-adolescents receive more intensive support (i.e., both online and
      face-to-face support). The participants of the effectiveness study of the Youth COMPASS are
      selected from the participants of the broader longitudinal STAIRWAY (TIKAPUU in Finnish) -
      From Primary School to Secondary School study, which follows a community sample of Finnish
      adolescents (n~850) across critical educational transitions. The overall aim of the STAIRWAY
      project is to broaden our understanding of the individual- and environment-related factors
      that promote learning, well-being and successful educational transitions.
allocation: Randomized
intervention model: Parallel Assignment
intervention model description: Treatment, Parallel assessment, Randomized, Efficacy study
primary purpose: Basic Science
masking: None (Open Label)
measure: Life satisfaction (Diener et al., 1985)
time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
description: Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
measure: Self-esteem (Rosenberg, 1965),
time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
description: Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
measure: Depressive symptoms (Salokangas et al., 1995)
time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
description: Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
measure: Stress (Elo et al., 2003)
time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
description: Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
measure: Difficulties and Strenghts questionnaire (SDQ, Goodman et al. 1997) measuring emotional symptoms, hyperactivity, conduct problems and prosociality
time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
description: Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
measure: Well-being in school (World Health Organization)
time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
description: Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
measure: Career choice preparedness (Koivisto et al., 2011)
time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
description: Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
measure: Educational expectations
time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
description: Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
measure: Psychological flexibility (Greco et al., 2008)
time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
description: Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
measure: Mindfulness skills (Ciarrochi et al., 2011)
time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
description: Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
measure: Identity formation (DIDS; Luyckx et al., 2008; see also Marttinen et al., 2016)
time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention
description: In addition to self-reports, also school register information is collected regarding academic performance, school absences and progress in studies.
measure: Truancy
time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
description: Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
measure: School grades
time frame: Four years from the baseline.
description: In addition to self-reports, also school register information is collected.
measure: Initiation of upper secondary education
time frame: Four years from the baseline.
description: In addition to self-reports, also school register information is collected.
measure: Progress in upper secondary studies
time frame: Four years from the baseline.
description: In addition to self-reports, also school register information is collected.
measure: Changes in study field in upper secondary education
time frame: Four years from the baseline.
description: In addition to self-reports, also school register information is collected.
measure: Staying in vs. dropping out of education
time frame: Four years from the baseline.
description: In addition to self-reports, also school register information is collected.
measure: Graduation time
time frame: Four years from the baseline.
description: In addition to self-reports, also school register information is collected.
measure: Achievement strategies (Nurmi et al., 1995)
time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
description: Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
measure: Academic buoyancy (Martin & Marsh, 2008)
time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
description: Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
measure: Recovery from school work (see also Winwood et al., 2005)
time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
description: Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
measure: Child-Parent relationship (Pianta, 1992)
time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
description: Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
measure: Student-Teacher relationship (Pianta, 2001)
time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
description: Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
measure: Best Friend-Student (Bukowski et al., 1994) relationship
time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
description: Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
measure: Temperament (Rothbart & Ellis, 2001)
time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
description: Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
measure: Substance use (Rimpelä et al., 2003)
time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
description: Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
measure: Loneliness (World Health Organization)
time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
description: Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
measure: Health behaviors (World Health Organization)
time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
description: Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
measure: Dating
time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
description: Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
measure: Having hobbies
time frame: Change from baseline at 2, 6, 12 and 18 months after the intervention.
description: Study has five timepoints when same questionnaires are administered to assess possible changes in the outcome measures.
arm group label: Face-to-face and online support group
arm group type: Experimental
description: Behavioral: Structured web- and mobile-based intervention with Youth COMPASS program to support adolescents' well-being, career preparation and life-control and subsequently support successful transition to upper secondary education. The Youth COMPASS is the five-week online program according to principles of Acceptance and Commitment Therapy aiming to enhance adolescents' psychological flexibility by guiding adolescents in exploring their values and setting goals and changing behaviors according to their goals (week 1), and learning acceptance defusion and mindfulness skills (weeks 2-3) and integrating these skills into their personal life (weeks 4-5). The participants in this condition receive weekly online support and feedback from their individually assigned coach. In addition, they meet their coach twice in the face-to-face meetings. The aim of the meetings is to increase adolescents' internal motivation and thereby participation in the program.
arm group label: Only online support group
arm group type: Experimental
description: Behavioral: web- and mobile-based intervention with Youth COMPASS program to support adolescents' well-being, career preparation and life-control and subsequently support successful transition to upper secondary education. The Youth COMPASS is a five-week online program according to principles of Acceptance and Commitment Therapy aiming to enhance adolescents' psychological flexibility by guiding adolescents in exploring their values and setting goals and changing behaviors according to their goals (week 1), and learning acceptance defusion and mindfulness skills (weeks 2-3) and integrating these skills into their personal life (weeks 4-5). The participants in this condition receive weekly online support and feedback from their individually assigned coach.
arm group label: Control group
arm group type: Experimental
description: Behavioral: No intervention, school counseling as usual
intervention type: Behavioral
intervention name: Experimental: face-to-face and online support group:
description: 5-week intervention according to Acceptance and Commitment Therapy principles with the web-and mobile-based Youth COMPASS program, face-to-face support (2 meetings) and weekly online mobile support and feedback from the individually assigned coach (one third of the participants is randomly assigned to this group)
arm group label: Face-to-face and online support group
intervention type: Behavioral
intervention name: Experimental: only online support group:
description: 5-week intervention according to ACT principles with the web-and mobile-based Youth COMPASS program, no face-to-face support, weekly mobile online support and feedback from the individually assigned coach (one third of the participants is randomly assigned to this group)
arm group label: Only online support group
intervention type: Behavioral
intervention name: Control
description: Control group, no intervention, school counseling as usual. (one third of the participants is randomly assigned to this group)
arm group label: Control group
criteria: 
gender: All
minimum age: 14 Years
maximum age: 16 Years
healthy volunteers: Accepts Healthy Volunteers
last name: Noona Kiuru, PhD
role: Principal Investigator
affiliation: Department of Psychology, University of Jyväskylä, Finland
facility: 
country: Finland
responsible party type: Sponsor
sharing ipd: Yes
ipd description: Other researchers are encouraged to use the data; however, it requires a research plan and the permission of the research team. Also, at least one of the team members, who know the data well, should be a co-author in all the articles that are written from the data.
After 10 years of the data collection, those parts of the data that are not too sensitive (e.g., part of the questionnaire data), will be prepared in collaboration with a Finnish Social Science data Archive in a format that is easily accessible for other researchers. However, using data requires a research plan and the permission of the research team. Also, at least one of the team members, who know the data well, should be a co-author in all the articles that are written from the data.