Skip to main content
Key Specialties
Cardiology Diabetology Endocrinology Gastroenterology Geriatrics and Gerontology Gynecology and Obstetrics Hematology Infectious Disease Internal Medicine Nephrology Neurology Oncology Pediatrics Respiratory Medicine Rheumatology Surgery
Congress Coverage
2024 ACC Congress 2023 ESMO Congress 2023 EASD Congress 2023 ERS Congress 2023 ESC Congress
Clinical Collections
Advances in Alzheimer’s

Keynote webinar | Spotlight on medication adherence

LIVE: Thursday 27th June 2024, 18:00-19:30 (CEST)
Join our expert panel to discover why you need to understand the drivers of non-adherence in your patients, and how you can optimize medication adherence in your clinics to drastically improve patient outcomes.
ADVANCED SEARCH
Log in
Top
Trials
Published in: Trials 1/2024

Open Access 01-12-2024 | Study protocol

Effectiveness of a blended school-based mindfulness program for the prevention of co-rumination and internalizing problems in Dutch secondary school girls: a cluster randomized controlled trial

Authors: Patricia Vuijk, Kim Bul, Marieke Buil, Marloes Rauws, Keshia Curie, Charlotte Amesz, Ron Weerheijm, Heleen Riper

Published in: Trials | Issue 1/2024

Login to get access

Abstract

Background

A growing body of literature indicates that adolescent girls who talk with close friends about interpersonal problems or worries in an excessive, speculative way, and with an intense focus on distress (i.e., co-rumination) are at heightened risk for developing internalizing symptoms and disorders as well as reduced friendship quality. However, to date, there are no prevention programs available that target high levels of co-rumination between adolescent girls. As such, we developed the blended school-based mindfulness prevention program Happy Friends, Positive Minds (HFPM) that targets co-rumination at the dyadic level, i.e., between two close female friends. The aim of this trial is to evaluate the effectiveness of HFPM to reduce co-rumination and internalizing problems and to enhance wellbeing and social-emotional behavior in Dutch adolescent girls.

Methods

A cluster Randomized Controlled Trial (cRCT) will be conducted to evaluate HFPM effectiveness. We will recruit 160 female friendship dyads (n = 320 girls) aged 13 to 15 years who will be characterized by high levels of self-reported co-rumination. The cRCT has two arms: (1) an intervention condition in which 160 girls (80 friendship dyads) will receive the 14-week HFPM program in two consecutive cohorts (cohort 1 in academic year 2023/2024 and cohort 2 in academic year 2024/2025, and (2) a control condition in which 160 girls (80 dyads) will receive care-as-usual (CAU) in two consecutive cohorts (cohort 1 in academic year 2023/2024 and cohort 2 in academic year 2024/2025). Data will be collected at baseline (T0), during the program (T1;T2; T3), immediately after the program (T4), and at 1-year follow-up (T5). Participant-level self-reported risk for (early onset) depression and anxiety, self-reported and observed co-rumination, self- and friend-reported friendship quality, self-reported positive and negative affect, self-reported interpersonal responses to positive affect, and self-reported anhedonia symptoms will be the outcome variables.

Discussion

This study will provide insights into the short-term and long-term effects of the HFPM program on girls’ internalizing problems, wellbeing, and social-emotional behavior.

Trial registration

International Standard Randomized Controlled Trials, identifier: ISRCTN54246670. Registered on 27 February 2023.
Appendix
Available only for authorised users
Literature
1.
Branje S. Development of parent-adolescent relationships: conflict interactions as a mechanism of change. Child Dev Perspect. 2008;12:171–6.CrossRef
2.
Hankin BL, Mermelstein R, Roesch L. Sex differences in adolescent depression: stress exposure and reactivity models. Child Dev. 2007;78:279–95.PubMedCrossRef
3.
Rose AJ, Smith RL, Schwartz-Mette RA, Glick GC. Friends’ discussions of interpersonal and non-interpersonal problems during early and middle adolescence: associations with co-rumination. Dev Psychol. 2022;58:2350–7.PubMedPubMedCentralCrossRef
4.
Rose AJ. Costs and benefits of co-rumination. Child Dev Perspect. 2021;15:176–81.CrossRef
5.
Gross JJ. The emerging field of emotion regulation: an integrative review. Rev Gen Psychol. 1998;2:271–99.CrossRef
6.
Rnic K, Battaglini A, Jopling E, Tracy A, leMoult J. Attentional biases and their push and pull with rumination and co-rumination is based on depressive symptoms: a prospective study of adolescents. Res Child Adolesc Psychopathol. 2023;51:399–411.PubMedCrossRef
7.
Battaglini A, Rnic K, Tracy A, Jopling E, leMoult J. Co-rumination across in-person and digital communication: associations with affect and relationship closeness in adolescents. J Adolesc. 2021;89:161–9.PubMedCrossRef
8.
Waller JM, Silk JS, Stone LB, Dahl RE. Co-rumination and co-problem solving in the daily lives of adolescents with major depressive disorder. J Am Acad Child Adolesc Psychiatry. 2014;53:869–78.PubMedPubMedCentralCrossRef
9.
10.
Dixon-Gordon KL, Bernecker SL, Christensen K. Recent innovations in the field of interpersonal emotion regulation. Curr Opin Psychol. 2015;3:36–42.CrossRef
11.
Rose AJ, Carlson W, Waller EM. Prospective associations of co-rumination with friendship and emotional adjustment: considering the socioemotional trade-offs of co-rumination. Dev Psychol. 2007;43:1019–31.PubMedPubMedCentralCrossRef
12.
Felton JW, Cole DA, Havewala M, Kurdziel G, Brown V. Talking together, thinking alone: Relations among co-rumination, peer relationships, and rumination. J Youth Adolesc. 2019;48:731–43.CrossRef
13.
Sprecher S, Hendrick SS. Self-disclosure in intimate relationships: associations with individual and relationship characteristics over time. J Soc Clin Psychol. 2004;23:857–77.CrossRef
14.
Twenge JM, Cooper AB, Joiner TE, Duffy ME, Binau SG. Age, period, and cohort trends in mood disorder indicators and suicide-related outcomes in a nationally representative dataset 2005–2017. J Abnor Psychol. 2019;128:185–99.CrossRef
15.
Spendelow JS, Simonds LM, Avery RE. The relationship between co-rumination and internalizing problems: a systematic review and meta-analysis. Clin Psychol Psychotherapy. 2017;24:512–27.CrossRef
16.
Stone LB, Uhrlass DJ, Gibb BE. Co-rumination and lifetime history of depressive disorders in children. J Clin Child Adolesc Psychol. 2010;39:597–602.PubMedPubMedCentralCrossRef
17.
Stone LB, Hankin BL, Gibb BE, Abela JRZ. Co-rumination predicts the onset of depressive disorders during adolescence. J Abnor Psychol. 2011;120:752–7.CrossRef
18.
Borowski SK, Spiekerman A, Rose AJ. The role of gender in the friendships of children and adolescents. Encycl Child Adolesc Health. 2023;3:94–103.CrossRef
19.
Hamilton JL, Potter CM, Olino TM, Abramson LY, Heimberg RG, Alloy LB. The temporal sequence of social anxiety and depressive symptoms following interpersonal stressors during adolescence. J Abnor Child Psychol. 2016;44:495–509.CrossRef
20.
Smith RL. Adolescents’ emotional engagement in friends’ problems and joys: Associations of empathetic distress and empathetic joy with friendship quality, depression, and anxiety. J Adolesc. 2015;45:103–11.PubMedCrossRef
21.
Hankin BL, Stone L, Wright PA. Co-rumination, interpersonal stress generation and internalizing symptoms: accumulating effects and transactional influences in a multiwave study of adolescents. Dev Psychopathol. 2010;22:217–35.PubMedPubMedCentralCrossRef
22.
Rose AJ, Schwartz-Mette RA, Glick GC, Smith GC, Luebbe AM. An observational study of co-rumination in adolescent friendships. Dev Psychol. 2014;50:2199–209.PubMedCrossRef
23.
24.
Rose AJ, Rudolph KD. A review of sex differences in peer relationship processes: potential trade-offs for the emotional and development of girls and boys. Psychol Bull. 2006;132:98–131.PubMedPubMedCentralCrossRef
25.
DiGiovanni AM, Fagle T, Vannucci A, McCauley Ohannessian C, Bolger N. Within-person changes in co-rumination and rumination in adolescence: examining heterogeneity and the moderating roles of gender and time. J Youth Adolesc. 2022;51:1958–69.PubMedCrossRef
26.
Zelic KJ, Ciesla JA, Dickson KS, Hruska LC, Ciesla SN. An experimental investigation of co-rumination, problem solving, and distraction. Behav Ther. 2017;48:403–12.PubMedCrossRef
27.
Stone LB, Mennies RJ, Waller JM, Ladouceur CD, Forbes EE, Ryan ND, Dahl RE, Silk JS. Help me feel better! Ecological momentary assessment of anxious youths’ emotion regulation with parents and peers. J Abnor Child Psychol. 2019;47:313–24.CrossRef
28.
Stone LB, Gibb BE. Brief report: Preliminary evidence that co-rumination fosters adolescents’ depression risk by increasing rumination. J Adolesc. 2015;38:1–4.PubMedCrossRef
29.
McLaughlin KA, Nolen-Hoeksema S. Rumination as a transdiagnostic factor in depression and anxiety. Beh Res Ther. 2011;49:186–93.CrossRef
30.
Mackenzie E, McMaugh A, Van Bergen P, Parada RH. Online support seeking, co-rumination, and mental health in adolescent girls. Front Psychiatry. 2023;14:1040636.PubMedPubMedCentralCrossRef
31.
Allen JP, Insabella G, Porter MR, Smith FD, Land D, Phillips N. A social-interactional model of the development of depressive symptoms in adolescence. J Consul Clin Psychol. 2006;74:55–65.CrossRef
32.
Schwartz-Mette RA, Smith RL. When does co-rumination facilitate depression contagion in adolescent friendships? Investigating intrapersonal and interpersonal factors. J Clin Child Adolesc Psychol. 2018;47:912–24.PubMedCrossRef
33.
Rose AJ, Glick GC, Smith RL, Schwartz-Mette RA, Borowski SK. Co-rumination exacerbates stress generation among adolescents with depressive symptoms. J Abnorm Child Psychol. 2017;45:985–95.PubMedPubMedCentralCrossRef
34.
35.
Bastin M, Mezulis AH, Aldrich JT, Bosmans G, Nelis S, Raes F, Bijttebier P. Problem talk in adolescence: Temperament and attachment as predictors of co-rumination trajectories in boys and girls. Brain Sci. 2021;11:1157.PubMedPubMedCentralCrossRef
36.
Miller ME, Borowski S, Zeman JL. Co-rumination moderates the relation between emotional competencies and depressive symptoms in adolescents: a longitudinal examination. J Abnorm Child Psychol. 2020;48:851–63.PubMedCrossRef
37.
Nelis S, Holmes EA, Raes F. Response styles to positive affect and depression: Concurrent and prospective associations in a community sample. Cognit Ther Res. 2015;39:480–91.PubMedPubMedCentralCrossRef
38.
Greenberg MT, Abenavoli R. Universal interventions: Fully exploring their impacts and potential to produce population-level impacts. J Res Edu Eff. 2016;10:40–67.
39.
De Haan AM, Boon AE, De Jong JT, Hoeve M, Vermeiren RR. A meta-analytic review on the treatment dropout in child and adolescent mental health care. Clin Psychol Rev. 2013;33:698–711.PubMedCrossRef
40.
Kabat-Zinn J. Wherever you go there you are: Mindfulness meditation in everyday life. New York: Hyperion; 1994.
41.
Kuyken W, Ball S, Crane C, Ganguli P, Jones B, Montero-Marin J, Nuthall E, Raja A, Taylor K, Tudor K, et al. Effectiveness and cost-effectiveness of universal school-based mindfulness training compared with normal school provision in reducing risk of mental health problems and promoting well-being in adolescence: the MYRIAD cluster randomized controlled trial. Evid Based Ment Health. 2022;25:99–109.PubMedPubMedCentralCrossRef
42.
Maloney S, Montero-Marin J, Kuyken W. Pathways to mental well-being for graduates of mindfulness-based cognitive therapy (MBCT) and mindfulness-based stress-reduction (MBSR): A mediation analyses of an RCT. Psychother Res. 2023;6:1–12.CrossRef
43.
Van der Gucht K. Mindfulness, application to diverse populations and working mechanisms. Leuven: Lirias; 2019.
44.
Webb CA, Swords CM, Lawrence HR, Hilt LM. Which adolescents are well-suited to app-based mindfulness training? A randomized clinical trial and data-driven approach for personalized recommendations. J Consult Clin Psychol. 2022;90:655–69.PubMedPubMedCentralCrossRef
45.
Webb CA, Swords CM, Murray L, Hilt LM. App-based mindfulness training for adolescents’ rumination: predictors of immediate and cumulative benefit. Mindfulness. 2021;12:2498–509.PubMedPubMedCentralCrossRef
46.
García-Campayo J, Barceló-Soler A, Martínez-Rubio D, Navarrete J, Pérez-Aranda A, Feliu-Soler A, Luciano JV, Baer R, Kuyken W, Montero-Marin J. Exploring the relationship between self-compassion and compassion for others: The role of psychological distress and wellbeing. Assessment. 2023;15:10731911231203966.CrossRef
47.
Montero-Marin J, Hinze V, Crane C, Dalrymple N, Kempnich MEJ, Lord L, Slaghekke J, Tudor K, Byford S, Dalgleish T. Do adolescents like school-based mindfulness training? Predictors of mindfulness practice and responsiveness in the MYRIAD Trial. J Am Acad Child Adolesc Psychiatry. 2023;62:1256–69.PubMedCrossRef
48.
Baelen RN, Esposito MV, Galla BM. A selective review of mindfulness training programs for children and adolescents in school settings. In: Jennings PA, DeMauro AA, Mischenko PP. The mindful school: transforming school culture through mindfulness and compassion. New York: The Guilford Press; 2019. p. 14–56.
49.
Dunning DL, Griffiths K, Kuyken W, Crane C, Foulkes L, Parker J, Dalgleish T. Research review: The effects of mindfulness-based interventions on cognition and mental health in children and adolescents - a meta-analysis of randomized controlled trials. J Child Psychol Psychiatry. 2019;60:244–58.PubMedCrossRef
50.
Roeser RW, Galla BM, Baelen RN. Mindfulness in schools: Evidence on the impacts of school-based mindfulness programs on student outcomes in P-12 educational settings. Pennsylvania: University of Pennsylvania; 2020.
51.
Butzer B, LoRusso A, Shin SH, Khalsa SB. Evaluation of yoga for preventing adolescent substance use risk factors in a middle school setting: a preliminary group-randomized controlled trial. J Youth Adolesc. 2017;46:603–32.PubMedCrossRef
52.
Johnson C, Burke C, Brinkman S, Wade T. Effectiveness of a school-based mindfulness program for transdiagnostic prevention in young adolescents. Behav Res Ther. 2017;81:1–11.CrossRef
53.
Tudor K, Maloney S, Raja A, Baer R, Blakemore S, Byford S, Crane C, Dalgleish T, De Wilde K, Ford T, et al. Universal mindfulness training in schools for adolescents: a scoping review and conceptual model of moderators, mediators, and implementation factors. Prev Sci. 2022;23:934–53.PubMedPubMedCentralCrossRef
54.
55.
Rideout V, Peebles A, Mann S, Robb MB. Common Sense census: media use by tweens and teens, 2021. San Francisco: Common Sense; 2022.
56.
Punukollu M, Marques M. Use of mobile apps and technologies in child and adolescent mental health: a systematic review. Evid Based Ment Health. 2019;22:161–6.PubMedPubMedCentralCrossRef
57.
Vuijk P. The Happy Friends, Positive Minds prevention program: dyadic mindfulness-based training for adolescent girls. Rotterdam: Rotterdam University of Applied Sciences; 2023.
58.
Vuijk P, Nooteboom T, Wijnmalen R, Klein D, Bul K, Rauws M, Amesz C, Curie K. The App yourself Happy app for excessive co-ruminating early adolescent female friendship dyads. Rotterdam: Rotterdam University of Applied Sciences; 2023.
59.
Bartholomew Eldredge LK, Markham CM, Ruiter RAC, Kok G, Parcel GS. Planning health promotion programs. An intervention mapping approach. San Francisco: Jossey-Bass; 2016.
60.
Chan A, Tetzlaff JM, Gotzsche PC, Altman DG, Mann H, Berlin JA, Dickersin K, Hróbjartsson A, Schulz KF, Parulekar WR, et al. SPIRIT 2013 explanation and elaboration: guidance for protocols of clinical trials. BMJ. 2013;346:e7586.PubMedPubMedCentralCrossRef
61.
Sloan J, Symonds T, Vargas-Chanes D, Fridley B. Practical guidelines for assessing the clinical significance of health-related quality of life changes within clinical trials. Drug Inf J. 2003;37:23–31.CrossRef
62.
Barrantes-Vidal N, Chun C, Myin-Germeys I, Kwapil T. Psychometric schizotypy predicts psychotic-like, paranoid, and negative symptoms in daily life. J Abnorm Psychol. 2013;122:1077–87.PubMedCrossRef
63.
Crane RS, Kuyken W, Williams JMG, Hastings RP, Cooper L, Fennell M. Competence in teaching mindfulness-based courses: concepts, development, and assessment. Mindfulness. 2012;20:76–84.CrossRef
64.
Crane RS, Eames C, Kuyken W, Hastings RP, Williams JMG, Bartley T, Evans A, Silverton S, Soulsby JG, Surawy C. Development and validation of the Mindfulness-Based Interventions-Teaching Assessment Criteria (MBI: TAC). Assessment. 2023;20:681–9.CrossRef
65.
Cranford JA, Shrout PE, Iida M, Rafaeli E, Yip T, Bolger N. A procedure for evaluating sensitivity to within-person change: can mood measures in diary studies detect change reliably? Pers Soc Psychol Bull. 2006;32:917–29.PubMedPubMedCentralCrossRef
66.
Bodden D, Braet C, Stikkelbroek Y. Screeningsvragenlijst voor depressie bij kinderen en jongeren. Amsterdam: Hogrefe Uitgevers; 2016.
67.
Vuijk P, Amesz C, Bul K, Robbers S. Observatie- en codeerprotocol Co-rumineren. Rotterdam: Rotterdam University of Applied Sciences; 2022.
68.
Leaper C, Tennenbaum HR, Shaffer T, Graham T. Communication patterns of African American girls and boys from low-income, urban background. Child Dev. 1999;70:1489–503.CrossRef
69.
Strough J, Berg CA. Goals as a mediator of gender differences in high-affiliation dyadic conversations. Dev Psychol. 2000;36:117–25.PubMedCrossRef
70.
Chorpita BF, Yim L, Moffitt C, Umemoto LA, Francis SE. Assessment of symptoms of DSM-IV anxiety and depression in children: a Revised Child Anxiety and Depression Scale. Behav Res Ther. 2000;38:835–55.PubMedCrossRef
71.
Chorpita BF, Moffitt CE, Gray J. Psychometric properties of the Revised Child Anxiety and Depression Scale in a clinical sample. Behav Res Ther. 2005;43:309–22.PubMedCrossRef
72.
Kösters MP, Chinapaw MJ, Zwaanswijk M, Van der Wal MF, Koot HM. Structure, reliability, and validity of the revised child anxiety and depression scale (RCADS) in a multi-ethnic urban sample of Dutch children. BMC Psychiatry. 2015;15:132.PubMedPubMedCentralCrossRef
73.
Herzig KA, Stewart CE, Treadwell KRH. Why worry with friends? Problem talk and anxiety in late adolescent friendships. J Adolesc. 2022;2:382–96.
74.
Laurent J, Catanzaro SJ, Joiner TE, Rudolph KD, Potter KI, Lambert S. A measure of positive and negative affect for children: scale development and preliminary validation. Psychol Assessment. 1999;11:326–38.CrossRef
75.
De Bolle M, De Fruyt F, Decuyper M. The Affect and Arousal Scales: psychometric properties of the Dutch version and multigroup confirmatory factor analyses. Assessment. 2010;17:241–58.PubMedCrossRef
76.
Bastin M, Nelis S, Raes F, Vasey MW, Bijttebier P. Party pooper or life of the party: dampening and enhancing of positive affect in a peer context. J Abnorm Child Psychol. 2018;46:399–414.PubMedCrossRef
77.
Bastin M, Vanhalst J, Raes F, Bijttebier P. Co-brooding and co-reflection as differential predictors of depressive symptoms and friendship quality in adolescents: investigating the moderating role of gender. J Youth Adolesc. 2018;47:1037–51.PubMedCrossRef
78.
Furman W, Buhrmester D. Age and sex differences in perceptions of networks of personal relationships. Child Dev. 1992;63:103–15.PubMedCrossRef
79.
80.
De Goede IH, Branje SJ, Delsing MJ, Meeus WH. Linkages over time between adolescents’ relationships with parents and friends. J Youth Adolesc. 2009;38:1304–15.PubMedPubMedCentralCrossRef
81.
Davis MH. Measuring individual differences in empathy: Evidence for a multidimensional approach. J Pers Soc Psychol. 1983;44:113–26.CrossRef
82.
De Corte K, Buysse A, Verhofstadt LL, Roeyers H, Ponnet K, Davis MH. Measuring empathetic tendencies: reliability and validity of the Dutch version of the Interpersonal Reactivity Index. Psychol Belg. 2007;47:235–60.CrossRef
83.
Nelis S, Bastin M, Raes F, Bijttebier, P. Leuven anhedonia self-report scale (LASS). Unpublished questionnaire. 2015.
84.
Pearlin LI, Schooler C. The structure of coping. J Health Soc Behav. 1978;78:2–21.CrossRef
85.
Jang Y, Haley WE, Small BJ, Mortimer JA. The role of mastery and social resources in the associations between disability and depression in later life. Gerontologist. 2002;42:807–13.PubMedCrossRef
86.
Tangney JP, Baumeister RF, Boone AL. High self-control predicts good adjustment, less pathology, better grades, and interpersonal success. J Pers. 2004;72:271–324.PubMedCrossRef
87.
De Vries RE, Van Gelder JL. Tales of two self-control scales: relations with Five-Factor and HEXACO traits. Pers Individ Dif. 2012;54:756–60.CrossRef
88.
Snetselaar RS, Liber JM, Geurts SM, Koning IM. Examination of risk exposure models during COVID-19 in relation to youth life satisfaction and internalizing symptoms. Sci Rep. 2022;12:16–25.CrossRef
89.
Johnson C, Burke C, Brinkman S, Wade T. Development and validation of a multifactor mindfulness scale in youth: the comprehensive inventory of mindfulness Experiences-Adolescents (CHIME-A). Psychol Assess. 2017;29:264–81.PubMedCrossRef
90.
Kock M, Kuppens P, Van der Gucht K, Raes F. Mindfulness may buffer psychological distress in adolescents during the COVID-19 pandemic: the differential role of mindfulness facets. Psychol Belg. 2021;61:356–76.PubMedPubMedCentralCrossRef
91.
Gratz KL, Roemer L. Multidimensional assessment of emotion regulation and dysregulation: development, factor structure, and initial validation of the difficulties in emotion regulation scale. J Psychopathol Behav Assess. 2008;26:41–54.CrossRef
92.
Neumann A, Van Lier PA, Gratz KL, Koot HM. Multidimensional assessment of emotion regulation difficulties in adolescents using the difficulties in emotion regulation scale. Assessment. 2010;17:138–49.PubMedCrossRef
93.
Rekvelt K. Op Mindfulness gebaseerde interventies Training Assessment Criteria (MBI:TAC). 2021.
94.
Horoz N, Buil JM, Koot S, Van Lenthe FJ, Houweling TA, Koot HM, Van Lier PAC. Children’s behavioral and emotional problems and peer relationships across elementary school: associations with individual-and school-level parental education. J Sch Psychol. 2022;93:119–37.PubMedCrossRef
95.
Horoz N, Buil JM, Koot S, Van Lenthe FJ, Houweling TA, Oude Groeniger J, Koot HM, Van Lier PAC. Moderators of an intervention on emotional and behavioural problems: household-and school-level parental education. Eur J Public Health. 2022;29:864–70.CrossRef
96.
Davis-Kean PE, Tighe LA, Waters NE. The role of parent educational attainment in parenting and children’s development. Curr Dir Psychol Sci. 2021;30:186–92.CrossRef
97.
Tighe LA, Davis-Kean PE. The influence of college education on parents and children in low-income families. Merrill Palmer Q. 2021;67:293–328.
98.
Waters NE, Ahmed SF, Tang S, Morrison FJ, Davis-Kean PE. Pathways from socioeconomic status to early academic achievement: the role of specific executive functions. Early Child Res Q. 2021;54:321–31.PubMedCrossRef
99.
UNESCO Institute for Statistics. International standard classification of education: ISCED 2011. 2012.
100.
Preacher KJ, Zyphur MJ, Zhang Z. A general multilevel SEM framework for assessing multilevel mediation. Psychol Methods. 2010;15:209–33.PubMedCrossRef
101.
Preacher KJ, Zhang Z, Zyphur MJ. Alternative methods for assessing mediation in multilevel data: the advantages of multilevel SEM. Struct Equ Modeling. 2011;18:161–82.CrossRef
102.
Muthén B, Masyn K. Discrete-time survival mixture analysis. Journal of Educ Behav Stat. 2005;30:27–58.CrossRef
103.
Cook WL, Kenny DA. The actor–partner interdependence model: a model of bidirectional effects in developmental studies. Int J Behav Dev. 2005;29:101–9.CrossRef
104.
Williams RL. A note on robust variance estimation for cluster-correlated data. Biometrics. 2000;56:645–6.PubMedCrossRef
105.
Preacher KJ, Zhang Z, Zyphur MJ. Multilevel structural equation models for assessing moderation within and across levels of analysis. Psychol Methods. 2016;21:189–205.PubMedCrossRef
106.
Muthén LK, Muthén BO. Mplus User's Guide. Eighth Version. Muthén & Muthén. 2008–2017.
107.
Hu LT, Bentler PM. Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Struct Equ Modeling. 1999;6:1–55.CrossRef
108.
Preacher KJ, Hayes AF. SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behav Res Methods Instrum Comput. 2004;36:717–31.PubMedCrossRef
109.
Satorra A, Bentler PM. A scaled difference chi-square test statistic for moment structure analysis. Psychometrika. 2001;66:507–14.CrossRef
110.
Centrale Commissie Mensgebonden Onderzoek (CCMO). Toetsing van onderzoek met minderjarige proefpersonen. Den Haag: CCMO. 2017.
111.
Baer R, Crane C, Montero-Marin M, Philips A, Taylor L, Tickell A, Kuyken W. Frequency of self-reported unpleasant events and harm in a Mindfulness-based program in two general population samples. Mindfulness. 2021;12:763–74.PubMedCrossRef
112.
Baer R, Crane C, Miller E, Kuyken W. Doing no harm in mindfulness-based programs: Conceptual issues and empirical findings. Clin Psychol Rev. 2019;71:101–14.PubMedPubMedCentralCrossRef
113.
Duggan C, Parry G, McMurran M, Davidson K, Dennis J. The recording of adverse events from psychological treatments in clinical trials: evidence from a review of NIHR-funded trials. Trials. 2014;15:335.PubMedPubMedCentralCrossRef
Metadata
Title
Effectiveness of a blended school-based mindfulness program for the prevention of co-rumination and internalizing problems in Dutch secondary school girls: a cluster randomized controlled trial
Authors
Patricia Vuijk
Kim Bul
Marieke Buil
Marloes Rauws
Keshia Curie
Charlotte Amesz
Ron Weerheijm
Heleen Riper
Publication date
01-12-2024
Publisher
BioMed Central
Published in
Trials / Issue 1/2024
Electronic ISSN: 1745-6215
DOI
https://doi.org/10.1186/s13063-023-07885-x

Other articles of this Issue 1/2024

Trials 1/2024 Go to the issue

Research

Experiences and challenges with the new European Clinical Trials Regulation

Study protocol

A proof of concept phase II study with the PDE-4 inhibitor roflumilast in patients with mild cognitive impairment or mild Alzheimer’s disease dementia (ROMEMA): study protocol of a double-blind, randomized, placebo-controlled, between-subjects trial

Study protocol

The scientific rationale and study protocol for the DPP3, Angiotensin II, and Renin Kinetics in Sepsis (DARK-Sepsis) randomized controlled trial: serum biomarkers to predict response to angiotensin II versus standard-of-care vasopressor therapy in the treatment of septic shock

Study protocol

Improving mental health in chronic care in general practice: study protocol for a cluster-randomised controlled trial of the Healthy Mind intervention

Study protocol

Effectiveness of artificial intelligence vs. human coaching in diabetes prevention: a study protocol for a randomized controlled trial

Study protocol

Personalized mechanical ventilation guided by ultrasound in patients with acute respiratory distress syndrome (PEGASUS): study protocol for an international randomized clinical trial