5 Clinical Trials for Various Conditions
The goal of this clinical trial is to test self-help books for adults with perfectionism. The main questions it aims to answer are: 1. Are the self-help books (ACT and CBT) effective, compared to a waitlist control condition? 2. What are the processes of change for perfectionism in ACT vs. CBT bibliotherapy? 3. Do the self-help books (ACT and CBT) affect change in general distress, well-being, and affect? 4. Is bibliotherapy an acceptable and feasible intervention for perfectionism? Participants will be randomized into either the ACT self-help condition, CBT self-help condition, or waitlist control condition: 1. Participants in both intervention conditions will be asked to read the respective self-help book over the course of 10 weeks and complete 4 surveys over 3.5 months. 2. Participants in the waitlist condition will be asked to complete 4 surveys over 3.5 months, and will receive access to both self-help books once the study is complete.
This study is examining the efficacy of a computerized, exposure-based, intervention for perfectionism.
This study will examine the impact of cognitive bias modification (CBM) on perfectionism and intolerance to uncertainty. Undergraduate students will be recruited and randomly assigned to either experimental or placebo-control groups. Each group will attend four sessions of CBM over four weeks.
This study is examining the efficacy of a computerized, exposure-based, intervention for perfectionism.
Anxiety disorders are the most common form of psychopathology, frequently begin in childhood, and are often associated with substantial lifelong impairment2. Thus, there is a critical need and opportunity to identify neural markers of risk that distinguish anxious from healthy trajectories early in development that may serve as novel targets for intervention - especially if they are evident before symptoms have become impairing. One promising neural marker of anxiety is increased brain activity in response to mistakes, as reflected by the error-related negativity (ERN). Considering that the ERN is elevated before anxiety symptoms become impairing, it is critical to identify environmental factors that may shape the ERN early in life - so that those factors can be manipulated to reduce the ERN and potentially mitigate risk. In a sample of 295 six-year old children, the investigators found that both observational and self-report measures of harsh parenting style related to an increased ERN in offspring. A similar pattern of results was reported by another lab among 4 year-old children. Moreover, results suggested that the ERN mediated the relationship between harsh parenting and child anxiety disorders. Based on these data, the investigators propose to develop a novel psychosocial intervention to be administered to both parents and children, which aims to normalize the ERN in children (i.e., reduce over-reactivity to making errors). The proposed Mentored Career Development Award (K01) is designed to extend the investigator's previous work on the ERN, parenting, and risk for anxiety in young children to test the extent to which the ERN can be modulated. Specifically, the investigators will recruit 100 parent/child dyads, high in error sensitivity, and randomize 75 to an intervention condition and 25 to an active control condition. The investigators will measure the ERN in children pre and post intervention, as well as baseline anxiety symptoms. At a six-month follow-up, the investigators will assess children's ERN, as well as anxiety symptoms, to examine to what extent intervention-related changes in the ERN relate to decreases in anxiety symptoms. Moreover, this training plan builds on the investigator's expertise on the ERN and anxiety, and integrates expertise in the design and implementation of computerized interventions, as well as advanced statistical analyses related to intervention outcomes.