University of Oregon
The goal of this pilot clinical trial is to learn if a single-session writing exercise (i.e., Best Possible Self-Tech) can improve positive affect and prosocial technology use in a community sample of eighth graders. The main questions it aims to answer are: 1. Can the the Best Possible Self-Tech (BPS-Tech) intervention be feasibly and acceptably delivered in classrooms? 2. What are the associations between textual features of BPS- Tech entries (e.g., length, vividness, positive tone) and post-intervention positive affect? 3. How do participants describe their future prosocial online behavior ("doing good"), engagement with prosocial content ("seeing good") and associated positive emotions ("feeling good") in the BPS-Tech writing exercise? Participants will participate in the BPS-Tech exercise during class time and respond to surveys about their prosocial technology use and positive affect.
Technology use is a central part of adolescent life. A 2024 Pew Research Center Survey showed that 95% of adolescents had access to a smartphone, 88% a desktop or laptop computer, and 83% a gaming console at home. Problematic use of these technology devices impact about 1 in 5 adolescents and can increases the odds of depression, anxiety and stress. However, most adolescents do not exhibit problematic use. To date, the research on technology and mental health has focused primarily on its adverse effects, despite initial evidence that technology can elicit positive affect, learning and social c…
Inclusion Criteria: 1. eighth grade student enrolled in a participating middle school 2. speaks and writes in English 3. regular access to a web-enabled computer, tablet, or smartphone Exclusion Criteria: 1. current participation in psychotherapy for anxiety or depression 2. a diagnosed cognitive or developmental impairment
The BPS is a structured writing exercise (i.e., 10 minutes) designed to help individuals imagine the details about their future selves assuming things have gone as well as they possibly could. In the technology-related adaptation, participants are directed to imagine how their best possible self would utilize technology. The goal of the intervention is to increase positive thinking and mindful engagement with technology by helping adolescents envision and articulate optimistic future possibilities for their digital lives.
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