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Using a Text-message System to Engage Depressed Adolescents in Cognitive-behavioral Therapy Homework

This study has been completed.
Sponsor:
ClinicalTrials.gov Identifier:
NCT00919932
First Posted: June 12, 2009
Last Update Posted: February 15, 2016
The safety and scientific validity of this study is the responsibility of the study sponsor and investigators. Listing a study does not mean it has been evaluated by the U.S. Federal Government. Read our disclaimer for details.
Collaborator:
American Academy of Child Adolescent Psychiatry.
Information provided by (Responsible Party):
Han-chun Liang, University of Pittsburgh
  Purpose
The primary goal of the pilot is to test the feasibility and utility of using a text-messaging system to engage adolescents in improved homework adherence during cognitive-behavioral therapy (CBT) for major depressive disorder.

Condition Intervention
Major Depressive Disorder Cognitive Behavior Therapy Text Messaging Behavioral: Paper and pen homework Device: Text message system homework.

Study Type: Interventional
Study Design: Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: None (Open Label)
Primary Purpose: Treatment
Official Title: Using a Text-message System to Engage Depressed Adolescents in Cognitive-behavioral Therapy Homework.

Further study details as provided by Han-chun Liang, University of Pittsburgh:

Primary Outcome Measures:
  • Therapy Homework Compliance: Percent Homework Completed [ Time Frame: 1 month ]
    Number of thought logs completed over the course of the 4 week trial.


Secondary Outcome Measures:
  • Exit Interview [ Time Frame: 1 month ]
    Verbal interview


Enrollment: 9
Study Start Date: February 2009
Study Completion Date: January 2010
Primary Completion Date: January 2010 (Final data collection date for primary outcome measure)
Arms Assigned Interventions
Active Comparator: Paper and pen homework
Treatment as usual: therapy homework is completed by paper and pen.
Behavioral: Paper and pen homework
Homework will be standardized through the use of Judith Beck's dysfunctional thought record (DTR), which is a primary tool for patients to evaluate and respond in writing to their automatic thoughts (Beck 126). The homework will be done on a preprinted form which is assigned weekly and reviewed with their therapists at weekly sessions for 4 weeks.
Experimental: Text-message homework
Experimental treatment: therapy homework is completed by text messaging.
Device: Text message system homework.
Homework will be standardized through the use of Judith Beck's dysfunctional thought record (DTR), which is a primary tool for patients to evaluate and respond in writing to their automatic thoughts (Beck 126). The novel text-messaging system allows homework to be submitted directly through an adolescent's cellular phone, includes text-messaged homework reminder prompts, and collates all homework for therapists to review with patients during therapy sessions. This is assigned and reviewed weekly for 4 weeks.

Detailed Description:
Adolescent major depressive disorder leads to recurrent episodes, increased rates of attempted and completed suicides, and persistent social impairment between episodes (Weissman et al 1999). Cognitive behavioral therapy (CBT) is an accepted first-line therapy for mild-moderate depression in adolescents. Integral to CBT is "homework" as it enhances mastery of newly learned coping strategies, facilitates generalization of skills to novel situations, increases self-efficacy, and ultimately reduces vulnerability to relapse (Detweiler et al 1999). Adherence to homework is a recognized problem in adults, and is similarly problematic in adolescents. One method of implementing CBT homework in a manner that is centric to current youth culture is through text messaging. By using a modern modality that many adolescents rely on for daily communication, there is the likelihood that they will find it more engaging than traditional modalities. Thus the potential that a text message system can help improve homework compliance in adolescents is significant, because improved homework adherence may ultimately be linked to improved clinical outcomes for these disorders with high rates of chronic morbidity and mortality.
  Eligibility

Information from the National Library of Medicine

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Ages Eligible for Study:   13 Years to 17 Years   (Child)
Sexes Eligible for Study:   All
Accepts Healthy Volunteers:   No
Criteria

Inclusion Criteria:

  • major depressive disorder
  • own a cellular phone with text messaging capabilities

Exclusion Criteria:

  • history of psychosis
  • history of mental retardation
  • active suicidal ideation or intent
  Contacts and Locations
Information from the National Library of Medicine

To learn more about this study, you or your doctor may contact the study research staff using the contact information provided by the sponsor.

Please refer to this study by its ClinicalTrials.gov identifier (NCT number): NCT00919932


Sponsors and Collaborators
University of Pittsburgh
American Academy of Child Adolescent Psychiatry.
Investigators
Principal Investigator: Han-chun Liang, MD University of Pittsburgh
  More Information

Responsible Party: Han-chun Liang, Resident Physician, University of Pittsburgh
ClinicalTrials.gov Identifier: NCT00919932     History of Changes
Other Study ID Numbers: ACA-08-001-UPMC
First Submitted: June 11, 2009
First Posted: June 12, 2009
Results First Submitted: January 18, 2016
Results First Posted: February 15, 2016
Last Update Posted: February 15, 2016
Last Verified: January 2016

Keywords provided by Han-chun Liang, University of Pittsburgh:
Depression
CBT
Texting
SMS

Additional relevant MeSH terms:
Depressive Disorder
Depression
Depressive Disorder, Major
Mood Disorders
Mental Disorders
Behavioral Symptoms