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Cited by 122Mindfulness and Compassion InterventionsStudent Stress and CopingDigital Mental Health Interventions

The DOI matches its Crossref record; 65 of the 67 references it cites were found in a registry or an index.

Reducing stress and enhancing academic buoyancy among adolescents using a brief web- based program based on acceptance and commitment therapy: A randomized controlled trial

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Puolakanaho, Anne, Lappalainen, Raimo, Lappalainen, Päivi, Muotka, Joona S., Hirvonen, Riikka, Eklund, Kenneth M., Ahonen, Timo P. S., Kiuru, Noona·2019·Journal of Youth and Adolescence
DOI 10.1007/s10964-018-0973-8PMC PMC6394525
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Abstract

Acceptance and commitment therapy programs have rarely been used as preventive tools for alleviating stress and enhancing coping skills among adolescents. This randomized controlled trial examined the efficacy of a novel Finnish web- and mobile-delivered five-week intervention program called Youth COMPASS among a general sample of ninth-grade adolescents (n= 249, 49% females). The intervention group showed a small but significant decrease in overall stress (between-group Cohen's d = 0.22) and an increase in academic buoyancy (d= 0.27). Academic skills did not influence the intervention gains, but the intervention gains were largest among high-stressed participants. The results suggest that the acceptance and commitment based Youth COMPASS program may be well suited for promoting adolescents' well-being in the school context.

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Fig. 1 Flowchart. Note: The inclusion and exclusion criteria1 for the target population were as follows: Belonged to the larger longitudinal study basic group; had written consent for participating in the intervention; was a native Finnish speaker; and had previous data concerning reading and math skills and achievement scores from grades 6 and 7. Randomization2 was conducted in two phases: First, an equal number of male and female adolescents with poor academic skills were identified. Second, an equal number of same-sex classmates who had normally developed academic skills were randomized into the study. All participants were randomly allocated into three study conditions by an independent researcher
Fig. 1 Flowchart. Note: The inclusion and exclusion criteria1 for the target population were as follows: Belonged to the larger longitudinal study basic group; had written consent for participating in the intervention; was a native Finnish speaker; and had previous data concerning reading and math skills and achievement scores from grades 6 and 7. Randomization2 was conducted in two phases: First, an equal number of male and female adolescents with poor academic skills were identified. Second, an equal number of same-sex classmates who had normally developed academic skills were randomized into the study. All participants were randomly allocated into three study conditions by an independent researcherCC BY · PubMed Central

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Research works printed but not linked: 9

  1. APA (American Psychological Association). (2014). Stress in America. Retrieved from http://www.apa.org/news/press/releases/2014/02/teen-stress.aspx.
  2. Coe, R., (2002, September 12-14). It’s the Effect Size, Stupid. What effect size is and why it is important. Paper presented at the Annual Conference of the British Educational Research Association, University of Exeter, England. Retrieved from https://www.leeds.ac.uk/educol/documents/00002182.htm.
  3. Cortiella, C., & Horowitz, S. H. (2014). The state of learning disabilities: Facts, trends and emerging issues. 3rd ed. New York, NY: National Center for Learning Disabilities.
  4. Currie, C., Zanotti, C., Morgan, A., Currie, D., De Looze, M., Roberts, C., & Barnekow, V. (2012). Social determinants of health and well-being among young people: HBSC international report from the 2009/2010 survey. Paris: World Health Organization.
  5. Holopainen, L., Kairaluoma, L., Nevala, J., Ahonen, T., & Aro, M. (2004). The dyslexia screening methods for adolescents and adults. Jyväskylä: Niilo Mäki institute.
  6. Landerl, K., Wimmer, H., & Moser, E. (1997). Salzburger Lese- und Rechtschreibtest [Salzburg reading and spelling test]. Bern: Huber.
  7. Livheim, F. (2004). Acceptance and commitment therapy in school setting: to cope with stress, a randomized controlled trial (Unpublished master’s thesis). Uppsala University, Sweden. Retrieved from http://www.livskompass.se/wp-content/uploads/2012/11/act-i-skolan-2004.pdf.
  8. Muthén, L. K., & Muthén, B. O. (1998). Mplus user’s guide. 7th ed. Los Angeles, CA: Muthén & Muthén. 2012.
  9. Strosahl, K. D., Robinson, P. J., & Gustavsson, T. (2012). Brief interventions for radical change: Principles and practice of focused acceptance and commitment therapy. Oakland, CA: New Harbinger Publications.

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Metadata

Authors
Puolakanaho, A., Lappalainen, R., Lappalainen, P., Muotka, J. S., Hirvonen, R., Eklund, K. M., Ahonen, T. P. S., & Kiuru, N.
Affiliations
University of Jyväskylä (FI)
Corresponding author
Puolakanaho, Anne
ORCID
Venue
Journal of Youth and Adolescence
Publisher
Springer Science and Business Media LLC
Published
2018-12-17
Volume
48
Issue
2
Pages
287-305
ISSN
  • 0047-2891 (ISSN-L)
  • 1573-6601
DOI
10.1007/s10964-018-0973-8
PMC
PMC6394525
OpenAlex
W2904044857
Cited by
122
References
67
Citations by year
2026: 10 · 2025: 17 · 2024: 22 · 2023: 18 · 2022: 24 · 2021: 20 · 2020: 5 · 2019: 6
FWCI
9.09
Type
journal article
Language
en
Open access
Licence
Locations
  • Journal of Youth and Adolescence (publishedVersion, cc-by)
  • Europe PMC (PubMed Central) (publishedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • Jyväskylä University Digital Archive (University of Jyväskylä) (submittedVersion, cc-by)
Funders
  • Keski-Suomen Rahasto
  • Strategic Research Council (292466 for 2015–20)
  • Suomalainen Tiedeakatemia (No. 2016-2019)
Topics
  • Social Sciences › Psychology › Clinical Psychology › Mindfulness and Compassion Interventions
  • Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
  • Social Sciences › Psychology › Applied Psychology › Digital Mental Health Interventions
Keywords
acceptance and commitment therapy, adolescents, stress reduction, academic buoyancy, online intervention, coping strategies, school well-being, ninth grade students, preventive interventions
MeSH terms
Treatment Adherence and Compliance, Academic Success, Adaptation, Psychological, Adolescent, Female, Finland, Humans, Male, School Health Services, Stress, Psychological, Students, Internet, Acceptance and Commitment Therapy

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