Exploring the Role of Parental Emotion Regulation and Outcomes of Parental Emotional Coaching on Child and Adolescent Psychosocial Outcomes
Phase: NA
Conditions: Emotion Regulation
Sponsor: National University of Singapore

Initial 
10-23-2023
Submission Type:
Date:
IRB #: NUS-IRB-2023-859
Title: Exploring the Role of Parental Emotion Regulation and Outcomes of Parental Emotional Coaching on Child
and Adolescent Psychosocial Outcomes
10-16-2023
Creation Date:
Status: Awaiting Org Approval
Jiehan Ong
Principal Investigator:
Getting Started
Initial Submission Application, V9, 1 Mar 2021
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IRB Tasks, please refer to the 
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Getting Started
Throughout the submission, you may be required to provide the following information:
Detailed Study Information
Study Recruitment
Data Storage Information
Details on Reimbursement
Details if a waiver of Informed Consent is requested

Other Important Information
You cannot begin your study until a 
 from the chair of the
formal approval letter
IRB has been received.
The IRB meets as needed during the regular academic year. Please submit the
application as soon as possible.
Guidelines
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 to download the relevant guidelines.
NUS-IRB website
Please note that guidelines are accessible to NUS researchers only.
For non-NUS researchers, please contact 
.
irb@nus.edu.sg
*required
Confirmation
✔I have read the information above and I am ready to begin my submission.

Basic Information
Simplified Title
For use in recruitment documents, e.g. Participant Information Sheet & Consent Form,
advertisements.
.
Please leave blank if main protocol title will be used in study documents
Second Simplified Title
Is there a second Simplified Title for this project?
✔No
Yes
Key Personnel
Please list the key personnel on this project.
Principal Investigator
*required
Please find the Principal Investigator in the people finder, below.

Jiehan Ong
Name:
Dept of Psychology
Organization:
21 Lower Kent Ridge Road , Singapore, 119077
Address:
65161143
Phone:
psyoj@nus.edu.sg
Email:
Principal Investigator's Alternate Email Address
e0776001@u.nus.edu
Student Principal Investigator
Is the PI a student at NUS?
No
✔Yes
*Please provide the name of your Faculty Supervisor, below.
Faculty Supervisor
*required
Please find the Faculty Supervisor in the people finder below.
Yee Shiun Hong
Name:
Dept of Psychology
Organization:
21 Lower Kent Ridge Road , Singapore, 119077
Address:
65166120
Phone:
psyhysr@nus.edu.sg
Email:

Faculty Supervisor's Alternate Email Address
ryan.hong@nus.edu.sg
Primary Contact
*required
Please find the Primary Contact in the people finder, below.
Jiehan Ong
Name:
Dept of Psychology
Organization:
21 Lower Kent Ridge Road , Singapore, 119077
Address:
65161143
Phone:
psyoj@nus.edu.sg
Email:
Primary Contact's Alternate Email Address
e0776001@u.nus.edu
Co-Investigator(s)
Please find the Co-Investigator(s) in the people finder, below, if applicable.
More than one Co-Investigator may be selected. Please do not include
collaborators if they are not co-investigators in this study.
Tji Tjian Chee
Name:
Dept of Psychological Medicine
Organization:
21 Lower Kent Ridge Road , Singapore, 119077
Address:
65166666
Phone:
pcmctt@nus.edu.sg
Email:
Poh Lin Tan
Name:
Dept of Paediatrics
Organization:

21 Lower Kent Ridge Road , Singapore, 119077
Address:
65166666
Phone:
paetpl@nus.edu.sg
Email:
Co-Investigator(s)'s Alternate Email Address(es)
External Co-Investigator(s)
If applicable.
Please do not include collaborators if they are not co-investigators in this study.
Will there be external co-investigators on this study?
No
✔Yes
External Co-investigator(s)' Details
Please provide their information below.
If there are more than 5 external Co-Is in this study, please use the List of PI and Co-I
Form 
 and attach the document below.
here
✔Add Co-Investigator
*required
Full Name
Chin Zhen Hui
*required
Title / Salutation

Dr
*required
Position
Principal Clinical Psychologist
*required
Department
Psychological Medicine
*required
Institution
National University Hospital
*required
Email
zhen_hui_chin@nuhs.edu.sg
*required
Office No. / HP No.
NA
✔Add Co-Investigator
*required
Full Name
Ng Min Geng
*required
Title / Salutation
Ms
*required

Position
Student
*required
Department
Psychology
*required
Institution
National University of Singapore
*required
Email
mingeng@u.nus.edu
*required
Office No. / HP No.
NA
Add Co-Investigator
Add Co-Investigator
Add Co-Investigator
Please attach the List of PI and Co-I Form here, if applicable.

*required
Funding
Is this project funded?
✔No
Yes
*required
External IRB(s)
Has the protocol for this project been submitted to or approved by other local/overseas
IRBs?
No
✔Yes
*required
Select the IRB(s) to which this protocol has been submitted.
✔NHG Domain Specific Review Board (DSRB)
SingHealth Centralized IRB (CIRB)
Other local institution(s)
Overseas IRB(s)
*required
External IRB Supporting Documents
Please provide supporting documents (e.g. Approval letter, application form,
consent form, etc.).

DSRB Submission 231023.pdf

Review and Study Classification
 encompasses a range of methodologies
Social, behavioral, and education research (SBER)
and tackles questions that seek to improve our understanding of human behavior, attitudes,
beliefs, and interactions as well as social and economic systems, organizations, and
institutions.
 Please refer 
 for more information and the 
Human Tissue Framework: 
here
HTF
 for PI. 
Self-Checklist
 Please refer to the link to the 
 for the definition and the 
Human Biomedical Research:
Act
 for PI.
HBR Self-Checklist
Review Classification
*required
Social, Behavioral, Educational Research (SBER) Category
Does this project fall under the Social, Behavioral, Educational Research (SBER)
category?
✔Yes
No
*required
SBER Exemption
Is the PI requesting an exemption for this study?
Yes
No

✔
    SBER Expedited or Full Board
TYPE OF STUDY:

Study Introduction
*required
Abstract
Please provide an abstract of this study in no more than 300 words.
The abstract must be self-contained so that it can serve as a succinct and accurate
description of the application when separated from it.
Emotional regulation has been found to play a crucial role in an individual’s mental well-being and
emotional dysregulation is implicated in most of psychiatric disorders listed in the Diagnostic and
Statistical Manual, Fifth Edition (DSM-5) (APA, 2013; Gross & Levenson, 1997; Thoits, 1985). Specifically
in children, poor emotional regulation skills and parental emotional dysregulation contribute significantly to
childhood psychopathology (Han & Shaffer, 2014). This study has two parts – Part 1 aims to explore and
identify the parental emotion socialization factors that contributes to a child’s emotion regulation abilities
and examine how parental emotion dysregulation contribute to the profile of a child’s emotional and
behavioral difficulties; Part 2 attempts to determine the effectiveness of parental emotional coaching in
developing a child’s emotion regulation abilities and reducing a child’s symptoms of psychopathology.
Participants will include both nonclinical and clinical samples, consisting of children and adolescents, aged
7 to 17 years old (middle childhood to adolescence) and their parents. Participants will be invited to
complete a set of questionnaires (Part 1) and to participate in a randomized controlled trial that provides
parents with a workshop on emotion coaching skills (Part 2). Data will be analysed using correlation,
regression analyses and Analysis of Co-variance (ANCOVA). Clinical implications from this study includes,
informing of improvements to the clinical services provided in the healthcare setting, as well as contribute
to the transdiagnostic formulation of children and adolescent mental health conditions.
*required
Specific Aims
This research aims to (1) explore and identify the parental emotion socialization factors that contributes to
a child’s emotion regulation (ER) abilities, (2) examine how parental emotion dysregulation contribute to
the profile of a child’s emotional and behavioral difficulties, and (3) determine the effectiveness of parental
emotional coaching in developing a child’s emotion regulation abilities and reducing a child’s symptoms of
psychopathology.
Hypothesis

Hypothesis 1: Poor parent ER is associated to poor child ER, and high child internalizing and externalizing
problems.
Hypothesis 2: Poor parent ER might be associated with high parental mood and stress levels (such as
depressive, anxiety and stress symptoms), low parent sense of competency and poor parent-child
relationship.
Hypothesis 3: Results from Hypothesis 1 and 2 will be significantly more salient in the clinical sample
versus the non-clinical sample.
Hypothesis 4: In both samples, parents who received emotion coaching will report reduced internalizing
and externalizing behaviours in their child, as compared to those who did not receive the training.
Hypothesis 5: Parent emotion coaching will reduce parental negative mood and stress levels, increase
parent sense of competency, and enhance parent-child relationship, for all parents from both samples.
Hypothesis 6: Parent emotion coaching will improve parent ER skills and therefore, contribute to
improvement of child ER skills.
*required
Preliminary Studies
State those studies relevant to this project.
Bariola, E., Gullone, E., & Hughes, E. K. (2011). Child and Adolescent Emotion Regulation: The Role of
Parental Emotion Regulation and Expression. 
, 198-212. Bradley S.
Clin Child Fam Psychol Rev, 14
(2000). 
 New York: The Guilford Press.
Affect Regulation and the Development of Psychopathology.
Breinholst, S., Esbjørn, B. H., Reinholdt-Dunne, M. L., & Stallard, P. (2012). CBT for the treatment of child
anxiety disorders: A review of why parental involvement has not enhanced outcomes. Journal of Anxiety
, 
(3), 416–424. http://doi.org/10.1016/j.janxdis.2011.12.014 . Brent, D. A., Emslie, G. J.,
Disorders 26
Clarke, G. N. et al. (2009). Predictors of spontaneous and systematically assessed suicidal adverse
events in the treatment of SSRI-resistant depression in adolescents (TORDIA) study. American Journal of
, 418–426. Bridges, L. J., Denham, S. A., & Ganiban, J. M. (2004). Definitional issues in
Psychiatry, 166
emotion regulation research. 
, 340-345. Buckholdt, K. E., Kitzmann, K. M., &
Child Development, 75
Cohen, R. (2016). Parent emotion coaching buffers the psychological effects of poor peer relations in the
classroom. 
, 23-41. Cicchetti, D, Ackerman B.P., &
Journal of Social and Personal Relationships, 33(1)
Izard, C. (1995) Emotions and emotion regulation in developmental psychopathology. Dev Psychopathol.;
 1-10. Cunningham, J.N, Kliewer, W. & Garner, P.W. (2009). Emotion socialisation, child emotion
7,
understanding and regulation, and adjustment in urban African American families: Differential associations
across child gender. Development and Psychopathology, 21, 261–283. Denham, S. A. (1998). Emotional
. New York: The Guilford Press. Dix, T. (1991). The affective organization of
development in young children
parenting: Adaptive and maladaptive processes. 
, 3-25. Dunsmore, J. C.,
Psychological Bulletin, 110
Booker, J. A., & Ollendick, T. H. (2013). Parental Emotion Coaching and Child Emotion Regulation as
Protective Factors for Children with Oppositional Defiant Disorder. 
 444-466.
Social Development, 22(3),
Dunsmore, J. C., Booker, J. A., Ollendick, T. H., & Greene, R. W. (2016). Emotion socialization in the
context of risk and psychopathology: Maternal emotion coaching predicts better treatment outcomes for
emotionally labile children with oppositional defiant disorder. 
 8-26.Gilmore, L.
Social Development, 25(1),

and Cuskelly, M. (2008). Factor structure of the parenting sense of competence scale using a normative
sample. 
, 48-55. Gottman, J. M. (1998). Raising an
Child: Care, Health, and Development, 35 (1)
Emotionally Intelligent Child. New York: Simon and Schuster. Gottman, J. M., Katz, L. F., & Hooven, C.
(1997). 
 Mahwah, NJ: Lawrence Erlbaum
Meta-emotion: How families communicate emotionally.
Associates. Gratz, K. L. & Roemer, L. (2004). Multidimensional assessment of emotion regulation and
dysregulation: Development, factor structure, and initial validation of the Difficulties in Emotion Regulation
Scale. 
, 41-54. Gross, J. J. (1998). The
Journal of Psychopathology and Behavioral Assessment, 26
Emerging Field of Emotional Regulation: An Integrative Review. Review of General Psychology, 2(3),
271-299. Gross, J.J., & John, O.P. (2003). Individual differences in two emotion regulation processes:
Implications for affect, relationships, and well-being. 
 
Journal of Personality and Social Psychology, 85,
348-362. Gross, J. J., & Levenson, R. W. (1997). Hiding feelings: The acute effects of inhibiting positive
and negative emotions. 
 
 95-103. Gullone, E., & Taffe, J. (2011,
Journal of Abnormal Psychology, 106,
October 24). The Emotion Regulation Questionnaire for Children and Adolescents (ERQ–CA): A
Psychometric Evaluation. 
. Gus, L., Rose, J. & Gilbert, L. (2015). Emotion
Psychological Assessment
Coaching: A universal strategy for supporting and promoting sustainable emotional and behavioural
well-being. 
, 31-41. Han, Z.R., & Shaffer, A. (2014). Maternal
Educational & Child Psychology, 32(1)
expressed emotion in relation to child behaviour problems: Differential and mediating effects. Journal of
, 1491-1500. Havighurst, S. S., Duncombe, M., Frankling, E., Holland, K.,
Child and Family Studies, 23
Kehoe, C., & Stargatt, R. (2015). An emotion-focused early intervention for children with emerging conduct
problems. 
, 
(4), 749-760. Hunter, E.C., Katz, L.F., Shortt, J.W.,
Journal of abnormal child psychology 43
Davis, B., Leve, C., Allen, N.B. & Sheeber, L.B. (2011). How do I feel about feelings? Emotion
socialisation in families of depressed and healthy adolescents. 
,
Journal of Youth and Adolescence, 40(4)
428–441. Morris, A. S., Silk, J. S., Steinberg, L., Myers, S. S., & Robinson, L. R. (2007). The role of the
family context in the development of emotion regulation. 
, 361-388. Peris, T. S., &
Social Development, 16
Miklowitz, D. J. (2015). Parental Expressed Emotion and Youth Psychopathology: New Directions for an
Old Construct. 
, 863-873. Peris, T. S., & Piacentini, J. (2013). Optimizing
Child Psychiatry Hum Dev., 46(6)
treatment outcome for complex cases of pediatric obsessive compulsive disorder. J Clin Child Adolesc
, 1-8. Ramsden, S. R., & Hubbard, J. A. (2002). Family Expressiveness and Parental Emotion
Psychol, 42
Coaching: Their Role in Children’s Emotion Regulation and Aggression. Journal of Abnormal Child
, 657-667. Restifo, K. & B€ogels, S. (2009). Family processes in the development of
Psychology, 30(6)
youth depression: Translating the evidence to treatment. 
, 294–316. Rose,
Clinical Psychology Review, 29
J., Gilbert, L., & McGuire-Snieckus, R. (2015). Emotion Coaching-a strategy for promoting behavioural
self-regulation in children/young people in schools: A pilot study. The European Journal of Social &
, 
, 1766-1790. Sander, J. B. & McCarty, C. A. (2005). Youth depression in the
Behavioural Sciences 13
family context: Familial risk factors and models of treatment. Clinical Child and Family Psychology Review,
, 203–219. Sheeber, L. B., Davis, B., Leve, C., Hops, H. & Tildesley, E. (2007). Adolescents’
8
relationships with their mothers and fathers: Associations with depressive disorder and subdiagnostic
symptomatology. 
, 144–154. Suveg, C., Zeman, J.,
Journal of Abnormal Psychology, 116
Flannery-Schroeder, E., & Cassano, M. (2005). Emotion socialization in families of children with an
anxiety disorder. 
, 145-155. Thoits, P. A. (1985). Self-labeling
Journal of Abnormal Child Psychology, 33
processes in mental illness: The role of emotional deviance. 
 
 221-249.
American Journal of Sociology, 91,
Thompson, R. A. (1994). Emotion Regulation: A theme in search of definition. Monographs of Society for
, 25-52. Zeman, J., Cassano, M., Perry-Parrish, C., & Stegall, S.
Research in Child Development, 59
(2006). Emotion Regulation in Children and Adolescents. Developmental and Behavioural Pediatrics,
, 155-168.
27(2)

CV_Jamie_Ong_Jiehan (Official).pdf
Dr Chee Tji Tjian CV 3p Dec 2021.docx
Ng Min Geng-CV(2023).docx
Tan PL CV (Full Oct 2023 Eduport).pdf
Zhen Hui CV_2023.pdf
*required
CVs
Please submit a copy of all investigators' CVs.
*required
Study Participants [SBER Expedited / Full Board or Biomedical Research (Non-HBRA)
Studies only]
Will this project involve the recruitment of human participants?
✔Yes
No

ER Study Child Qnnaire V1.doc
ER Study Parent Qnnaire V1.doc
Methodology
*required
 [SBER Expedited / Full Board or Biomedical Research (Non-HBRA) Studies
Type of Study
only]
Interventions includes 
 such as implementing new peer-marking scheme or using
educational
virtual reality to conduct lessons, 
 such as temperature / taste / smell sensory
physical
 
evaluation or exercise, 
 such as memory recall, or 
 such as
physiological
psychological
.
decision-making tasks
Archived / Existing Data
✔Questionnaire / Survey / Interview / Focus Group Discussion
Copy of questionnaire / survey / interview guide / focus group discussion guide
Please submit a copy of questionnaire /survey/interview guide/ focus group
discussion guide, if available.
Observations
✔Interventions / Experiments
Educational Research
Use of non-Medical Devices
Deception
Human Biological Materials

Use of Medical Device(s)
Testing of Device(s)
Animal Procedures 
Other(s)
*required
Procedures
Describe research procedures, including research visits (frequency and duration of
procedures involved).
Proposed Methodology
This research proposes 2 studies to investigate the above stated questions. Study 1 will utilize a
cross-sectional design with children and adolescents, as well as their parents (from clinical and
non-clinical populations), completing questionnaires provided, while Study 2 will involve inviting
participants from Study 1 to participate in a randomized clinical trial.
Participants & Procedure
Participants include children and adolescents aged 7 to 17 years old, and one of their parents. Both
clinical and nonclinical samples will be recruited for this study. Clinical samples will be recruited from the
outpatient clinic at the Paediatrics Department and Department of Psychological Medicine, at National
University Hospital. Patients that are experiencing emotional and behavioural difficulties will be recruited.
Patients that report psychotic symptoms, neurodevelopmental disorders and severe mood or anxiety
disorders are excluded. In addition, to reduce possibility of confounding variable, patients on the waitlist for
treatment will be approached. Non-clinical samples will be recruited from the community. Both parents and
children will be required to be fluent in the English language.
In terms of procedure, suitable participants (parent-child dyads) will be invited to participate. Consent will
be collected from the child and their parents. After consent is taken, participants will be asked to complete
a set of questionnaires and indicate their interest to participate in Study 2.
In Study 2, a randomized controlled trial is designed to test the effects of parent emotion coaching on
parental factors (such as ER skills, sense of competency, and mood and stress levels), child factors (such
as ER skills, internalizing and externalizing problems, and treatment outcomes), as well as parent-child
relationship. Participants will be a subset of Study 1’s participants.
If participants indicate interest to participate in Study 2, the parents will be randomly assigned to the
following experimental groups: 1. Emotion Coaching Training, or 2. Waitlist Control condition. Parents in
the emotion coaching workshop will be invited to attend an online training on emotion coaching strategies,
while parents in the control condition will not be receiving any training workshops during the study. They
will be invited to join the online workshops when the study is completed. The training module consists of a
three-hour workshop, followed by 2 bi-weekly 30-minute phone/online consultations, and 5 weekly push

notifications (e.g., in the form of reminders of the specific strategies taught in the workshop). Parents and
children will be required to complete the set of outcome measures at pre-, post-treatment and at a
1-month follow-up.
*required
 [SBER Expedited / Full Board or Biomedical Research (Non-HBRA) Studies
Study Sites
only]
Will research procedures be conducted in non-NUS premise(s)?
✔Yes
*required
Please state the premise(s).
National University Hospital
No
*required
Anticipated Study End Date
12-30-2025

Study Participants
*required
 [SBER Expedited / Full Board or Biomedical Research (Non-HBRA)
Participant Groups
Studies only]
This project involves the following group(s):
Healthy Adults 
NUS Students
✔
Minors who are not NUS Students
Please check the age of majority at the site of recruitment.
*
*required
Target Number
150
*required
Lower Age Limit
7
*required
Upper Age Limit
17
Elderly with mental capacity
Individuals who lack mental capacity

✔
Vulnerable Population(s)
(excluding minors who are 
 NUS students, elderly with mental capacity and individuals who
not
lack mental capacity)
 [SBER Expedited / Full Board or Biomedical Research (Non-HBRA)
Vulnerable Populations
Studies only]
*required
Please state who the vulnerable population(s) to be recruited are (e.g. pregnant
.
women, prisoners, etc)
Children who are seeking clinical services at NUH
*required
Target Number
150
*required
Lower Age Limit
7
*required
Upper Age Limit
17
*required
Total Number of Study Participants
300

*required
Inclusion Criteria
Please identify which criterion is applicable for specific group(s) of research subjects.
Participants include children and adolescents aged 7 to 17 years old, and one of their parents. Paediatric
patients that are experiencing emotional and behavioural difficulties will be recruited, together with one of
their parent. Non-clinical samples will be collected from the community. Parents and children have to be
fluent in English.
*required
Exclusion Criteria
Please identify which criterion is applicable for specific group(s) of research subjects.
Paediatric patients that report psychotic symptoms, neurodevelopmental disorders and severe mood or
anxiety disorders are excluded.
 
Relationship with Researchers [SBER and Biomedical Research (Non-HBRA) Studies only]
*required
Are there any participants in a dependent relationship with the researchers?
✔No
Yes
*required
PI's Confirmation

Researchers will prevent cases where participants agree to participate while under
duress.
✔Confirmed

Recruitment
*required
Recruitment Locations  [SBER and Biomedical Research (Non-HBRA) Studies only]
Where will participants be recruited from?
Select all that apply.
✔General Public
NUS
✔Organisations / Agencies / Companies / Institutions / Schools
*required
List of Organisations / Agencies / Companies / Institutions / Schools
National University Hospital
*required
PI's Confirmation
Permission will be obtained from relevant authorities for recruitment of their staff /
clients / students or on their premises, if necessary.
✔Confirmed
Correspondence of willingness from participating Organisations / Agencies /
Companies / Institutions / Schools

*required
Overseas Recruitment
Will participants be recruited from overseas?
✔No
Yes
*required
 [SBER Expedited / Full Board or Biomedical Research
How will participants be recruited?
(Non-HBRA) Studies only]
Select all that apply.
NUS Research Pool Program
Online survey platform
✔Word of mouth / Snowballing / Referral / Personal contacts
Phone calls
Email invitation / Letters
✔Advertisements / Flyers / Posters
*required
Permission will be obtained from the relevant authorities for the
posting/distribution of recruitment materials, if necessary.
✔Confirmed

Poster V1.pdf
Please attach a copy of the Advertisement(s) / Flyer(s) / Poster(s).
✔Social media
*required
PI's Confirmation
Permission will be obtained from the relevant platform administrators for
recruitment on their social media, if necessary.
✔Confirmed
Door-to-door recruitment
Other method(s)
*required
PI's Confirmation
PI confirms that permission, where applicable, will be/has been obtained from potential
subjects for the use for their personal data (e.g. name and contact information) for
recruitment purposes.
✔Confirmed

Recording
*required
Recording the Procedure(s)
Will the procedure(s) be recorded?
✔No
Yes

Risks and Benefits
Assessment of risk involved
Minimal risk means the probability and magnitude of harm or discomfort anticipated in the
research are not greater in and of themselves than those ordinarily encountered in daily life
or during the performance of routine physical and psychological examinations or tests.
*required
 [SBER Expedited / Full Board or Biomedical Research
Anticipated Benefits and Risks
(Non-HBRA) Studies only]
What are the anticipated benefits and risks to the participants in this study?
If applicable, please state the mitigating factors.
Direct benefits include - Parents receiving complimentary parent workshop (and psychological
consultation) and learning skills and strategies to manage their children’s emotions and behaviours.
This will directly help them build a more conducive relationship with their child and thus contribute to
the improvement of the mental health outcomes of both the parent and child.
Indirect benefits include - The data obtained in this research will inform important questions relating
to understanding the various family and parental factors that might contribute to children and
adolescent mental health. The study outcomes will provide valuable directions in tailoring familiar
and parental support available in the community and clinical setting, for example how to encourage
better parent-child relationship and creating a conducive family emotional climate. The findings can
also be used to inform practical policy decisions in Singapore. For instance, if parent ER skills was
found to significantly contribute to child’s ER and risk for psychopathology, then emotion coaching
strategies can be included in intervention programmes. In addition, if specific parental and child
characteristics have been found to be risk or protective factors for a child developing
psychopathology, then prevention programmes aimed at targeting these factors can be developed
or included in current programmes. Potentially, findings from this study will provide a stepping stone
to further develop research and services in the area of children and adolescent with emotional and
behaviour disorders. It will contribute to the professional development of clinicians and
professionals working with this population.
Anticipated Risks: During the parent workshop, parents might get emotional when sharing about
their difficulties. The workshop facilitators are either trained psychologists or psychologist trainees,
and all are/will be equipped to manage such situations. Probability and magnitude of this risk is
low. 

Reimbursement
*required
 [SBER Expedited / Full Board or
Will participants be reimbursed for their participation?
Biomedical Research (Non-HBRA) Studies only]
No
✔Yes
*required
 [SBER Expedited / Full Board or Biomedical Research (Non-HBRA)
Type of Reimbursement
Studies only]
 
What type of reimbursement will be provided?
✔Cash / Voucher
*required
Please elaborate.
SGD10 will be given for each participant for completion of each set of questionnaire.
Course credit(s)
Lucky draw
Other(s)
*required
Withdrawal after participation

Will participants be entitled to reimbursement if they withdraw after their participation?
Yes
✔No
*required
Please explain.
If the participants completed the questionnaires before withdrawal, then yes they will be
entitled. But if they withdrew without completing the questionnaires, then will not be entitled to
it.
*required
Withdrawal mid-way
Will reimbursement be pro-rated if participants withdraw from the study mid-way?
✔Yes
No

Consent and Assent Form DSRB appln V1.doc
Child Assent Form 6 to 12 DSRB appln V1.doc
Consent [SBER / Non-HBRA Studies]
*required
/ NUS students / Minors
Healthy adults/ Elderly with mental capacity/ Vulnerable population
who are not NUS students 
[SBER Expedited / Full Board or Biomedical Research (Non-HBRA) Studies only]
Will documented informed consent be taken?
✔Yes
*required
Participant Information Sheet & Consent Form (PIS&CF)
Please upload the PIS&CF.
Sample documents: SBER and Non-HBRA
PIS&CF Template
No 
N.A. (for studies conducted anonymously only)
*required
  [SBER Expedited / Full Board or Biomedical Research
Minors who are not NUS students
(Non-HBRA) Studies only]
Please confirm documented parental consent will be obtained.
✔Yes
*required

Consent and Assent Form DSRB appln V1.doc
Please attach Parental IS&CF.
No
*required
Consent Procedure  [SBER Studies only]
Summarize the consent procedure. Please specify how informed consent will be obtained
and who will obtain consent.
After the potential participants verbally agree for the study team to contact them, a member of the team
will reach out to them to provide more information on the study and get formal consent signed (from both
parents and the child). When formal written consent has been received, then we will proceed to provide
the participants with the questionnaires and assign them to an experimental group. 
 [SBER Expedited / Full Board or Biomedical Research (Non-HBRA)
Request for Waiver 
Studies only]
*required
:
I require a waiver of
Documentation of Informed Consent
Documentation of Parental Consent
Informed Consent
Parental Consent
Informed Consent as my research involves Deception
✔Not Applicable

  

Research and Personal Data Protection / Storage
 [SBER / Biomedical Research (Non-HBRA) Studies only]
*required
 
Will personal data be collected in this research? [SBER Expedited / Full Board or Biomedical
Research (Non-HBRA) Studies only]
✔Yes
No
*required
Type(s) of personal data collected
What type of personal data will be collected, e.g. name, contact number, etc.?
Name, contact details and some other demographic info, such as education and monthly income.
*required
 
Linkage of personal data to research data  [SBER Expedited / Full Board or Biomedical
Research (Non-HBRA) Studies only]
Will personal data be linked to research data?
✔Yes
No

*required
PI's confirmation
✔PI confirms personal data and research data will be coded at the earliest possible stage of the
research study.
*required
Code Key Holder
Who will be holding onto the key to the code?
PI - Ong Jiehan Jamie
*required
Code Key Location
At which secure / password-protected platform will the key to the code be kept?
Password protected document, saved on the organisation's (i.e. NUS) shared drive, which is ONLY
accessible by the PI.
*required
Code Key Destruction
When will the key to the code be discarded?
When the study expires.

*required
Location of Personal Data [SBER / Biomedical Research (Non-HBRA) Studies]
Where will personal data be kept?  
Please see NUS Research Data Management Policy Guidelinesand NUS Data Management
.
Policy
✔nBox
Encrypted thumbdrive and/or device(s)
✔Other(s)
*required
Please describe.
If nBox is discontinued, it will be kept on another secure document platform.
*required
Access
Who will have access to the personal data?
✔NUS research team
Other(s)
*required
Discarding Personal Data
When will personal data be discarded?

✔Before / Upon completion of study
Kept beyond research period
*required
What will happen to the personal data if subjects withdraw from research?
✔All of their personal data will be discarded at the earliest possible time
Other(s)
*required
Location of Research Data   [SBER / Biomedical Research (Non-HBRA) Studies]
Where will research material / research data be kept? 
Please see NUS Research Data Management Policy Guidelinesand NUS Data Management
.
Policy
✔nBox
Encrypted thumbdrive and/or device(s)
✔Other(s)
*required
Please describe.
If nBox is discontinued, it will be kept on another secure document platform.

*required
How long will research data be kept after completion of study?
✔Research data will be kept for at least 10 years in accordance with NUS Research Data
Management Policy.
Other(s)
*required
Who will have access to the research material / research data?
✔NUS research team only
Other(s)
*required
What will happen to the research data if subjects withdraw from research?
✔All of their research data will be discarded at the earliest possible time
Only research data which are individually-identifiable will be discarded
Other

SBER / Non-HBRA Final Declarations
*required
As the Principal Investigator of this research study, I hereby declare that:
The information provided in this form is correct.
I will not initiate this research until I receive notification of NUS-IRB's approval and any
other approval from relevant authorities (local/overseas).
I will not initiate any change in protocol without prior written approval from NUS-IRB
except when it is necessary to reduce or eliminate risk to the subject.
I will promptly report any unexpected or serious adverse events, unanticipated
problems and incidents that may occur in the course of this research.
I will maintain all relevant study documents and recognize that the NUS-IRB staff and
regulatory authorities may inspect these records.
I understand that failure to comply with all applicable regulations, institutional and
NUS-IRB policies and requirements may result in the suspension or termination of this
research, and other actions as stated in the NUS Code & Procedures on Research
Integrity.
I declare that there is no existing or potential conflict of interest (financial or otherwise)
for any of the investigators participating in this research and/or their immediate family
members. If there are conflicts of interest, I have declared them accordingly.
I will promptly report any change in the conduct of the research study that deviates
from the IRB application form.
✔Confirmed
Please read:

1.  
2.  
3.  
4.  
5.  
Confirm all sections are complete with a 
 (tick) next to the section name in
white check
the left column.
Attach any and all relevant documents in the 
 section.
Attachments
Leave any comments relevant to this study in the 
 section. (Optional)
Comments
Click 
 at the bottom of the left column.
Complete Submission
Please check that the 
 in the 
 is correct 
"Organisation" unit
Study Details page
BEFORE
the PI certifies the application.

CV_Jamie_Ong_Jiehan (Official).pdf
Dr Chee Tji Tjian CV 3p Dec 2021.docx
Ng Min Geng-CV(2023).docx
Tan PL CV (Full Oct 2023 Eduport).pdf
Zhen Hui CV_2023.pdf
DSRB Submission 231023.pdf
Attachments
List of PI and Co-I Form
*required
External IRB Supporting Documents
*required
CVs
Correspondence of willingness from participating Organisations / Agencies / Companies /
Institutions / Schools

Consent and Assent Form DSRB appln V1.doc
Consent and Assent Form DSRB appln V1.doc
Child Assent Form 6 to 12 DSRB appln V1.doc
Poster V1.pdf
ER Study Child Qnnaire V1.doc
ER Study Parent Qnnaire V1.doc
Copy of Questionnaire / Survey / Interview guide / FGD guide
*required
Copies of Advertisements / Flyers / Posters
*required
PIS&CF
Sample documents: SBER and Non-HBRA PIS&CF
Template
*required
Parental IS&CF

Other Relevant Documents
Please attach any other relevant documents for this Research Protocol submission that may
be important to reviewers and that were not included in the application.  

Comments
Currently, PI has applied for funding but awaiting results.