Readiness and Progress in Emotion Regulation Therapy
Teachers College, Columbia University
Summary
This study is an open trial designed to examine individual changes that occur before, during, and after 6 modules of Emotion Regulation Therapy (ERT) delivered via telehealth for individuals in New York State who are experiencing elevated worry, rumination, or self-criticism.
Description
The main questions this study aims to answer are to: 1. Examine temporal patterns of ERT-specific treatment mechanisms (attention regulation, metacognitive regulation, motivation regulation, and valued living), relationships between these mechanisms and negative self-referential processing (NSRP; i.e., rumination, worry, and self-criticism) severity over time, and changes in these mechanisms in response to specific intervention strategies/modules. 2. Investigate the effect of concordance and/or discordance between therapists and clients regarding skill acquisition, treatment goals, and case c…
Eligibility
- Age range
- 18–65 years
- Sex
- All
- Healthy volunteers
- No
Inclusion Criteria: * Between the ages of 18 and 65 * Fluent in English (and therefore able to provide consent) * Currently living in New York State * Access to at least one device with internet and video-conferencing capabilities * High self-reported worry, rumination, and/or self-criticism * Meet Diagnostic and Statistical Manual of Mental Disorders - Fifth Edition (DSM-5) criteria for at least one, current psychological disorder Exclusion Criteria: * Active suicidal ideation or intent * Substance dependence disorder, schizophrenia, bipolar-I disorder, or a primary DSM-5 diagnosis of bord…
Interventions
- BehavioralEmotion Regulation Therapy via Telehealth
The initial stage of treatment focuses on psychoeducation about anxiety/depression, the impact that these cognitions/behaviors/emotions have on recent situations, and self-monitoring of worry/anxiety/depression. The sessions focus on the development of skills that help understand and regulate one's emotional experience (i.e., recognizing emotions when they are happening, identifying the meaning of a given emotion experience, soothing oneself in the context of negative emotional experiences). Following the development of these skills, sessions focus on the application of somatic awareness and emotion regulation skills while imagining emotionally evocative themes. The remaining session focuses on terminating therapy, relapse prevention, and future goals. An Internet-based online platform will be used to promote engagement with and increase accessibility to between-session skills practice and treatment-related activities (e.g., self-monitoring, session summaries, worksheets).
Location
- Teachers College, Columbia UniversityNew York, New York