Process Evaluation of the Effectiveness of Two Transdiagnostic Interventions on Emotion Regulation : Compassion Focused Program and Emotion Competence Training Program
Phase: NA
Conditions: Emotion Regulation
Sponsor: University Grenoble Alps

 
Study Protocol 17/01/2021 
 
STUDY PROTOCOL 
STUDY PROTOCOL 
 
TITLE : Process evaluation of the effectiveness of two transdiagnostic 
interventions targeting emotional regulation: compassion focused program 
and emotional skills training program 
 
 
N°ID RCB 
N°CPP 
N°CNIL 
2020-A00551-38 
2020.09.03 ter_ 
20.05.13.42837 
2217007 
 
Document date : 17/01/2021 
 
Promotor and 
investigator 
Mathias BUTAUD,  
Psychiatrist 
4 avenue Jean Perrot, 38000 Grenoble 
mathias_butaud@hotmail.com 
Co-investigator 
Céline BAEYENS  
Professor, Laboratoire Interuniversitaire de Psychologie (LIP/PC2S) 
Université Grenoble Alpes, UFR SHS, 1251 avenue Centrale, CS 40700, 
38058 Grenoble Cedex 9  
celine.baeyens@univ-grenoble-alpes.fr 
Associated 
investigators 
Rebecca BEGUE SHANKLAND 
Professor, Laboratoire Développement, Individu, Processus, 
Handicap, Education (DIPHE)  
Université Lyon 2, Bâtiment V (V211 à V216), 5, Avenue Pierre Mendès-
France, 69676 Bron Cedex 
Rebecca.shankland@univ-grenoble-alpes.fr 
Marine PAUCSIK 
PhD Student and psychologist, laboratoire Interuniversitaire de 
Psychologie (LIP/PC2S)  
Grenoble Alpes, UFR SHS, 1251 avenue Centrale, CS 40700, 38058 
Grenoble Cedex 9  
Marine.paucsik@univ-grenoble-alpes.fr 
Dr Francis Gheysen  
Psychiatrist – Cabinet de psychiatrie  
1, avenue du 6 juin, 14000 Caen 
fgheysen@aol.com 
Claire Cécile Périer  
Neuropsychologist – Centre Référent de Réhabilitation 
Psychosociale et de Remédiation cognitive (C3R) de Grenoble.  
Centre Ambulatoire de Santé Mentale, 8 place du Conseil de la 
Résistance, 38100 Saint-Martin-d'Hères 
ccperier@ch-alpes-isere.fr 

 
Study Protocol 17/01/2021 
 
STUDY PROTOCOL 
Rocio Roure 
Neuropsychologist – Centre Référent de Réhabilitation 
Psychosociale et de Remédiation cognitive (C3R) de Grenoble.  
Centre Ambulatoire de Santé Mentale, 8 place du Conseil de la 
Résistance, 38100 Saint-Martin-d'Hères 
rroure@ch-alpes-isere.fr 
Cécile Fluttaz 
Neuropsychologist – Centre Référent de Réhabilitation 
Psychosociale et de Remédiation cognitive (C3R) de Grenoble.  
Centre Ambulatoire de Santé Mentale, 8 place du Conseil de la 
Résistance, 38100 Saint-Martin-d'Hères 
cfluttaz@ch-alpes-isere.fr 
Sandrine Rebelle 
Neuropsychologist, Centre départemental de réhabilitation 
psychosociale des Glières 219  
Chemin des bois des Fornets 74800 La Roche-sur-Foron 
04 50 03 73 28 
Associated center 
Centre Référent de Réhabilitation Psychosociale et de Remédiation 
cognitive (C3R) de Grenoble.  
Dr Benjamin Gouache 
Psychiatrist 
Centre Ambulatoire de Santé Mentale, 8 place du Conseil de la 
Résistance, 38100 Saint-Martin-d'Hères 
Bgouache@ch-alpes-isere.fr 
Centre départemental de réhabilitation psychosociale des Glières 
219  
Dr Céline Roussel 
Psychiatrist 
Chemin des bois des Fornets 74800 La Roche-sur-Foron 
04 50 03 73 28 
Mandatary 
Marine PAUCSIK 
PhD Student and psychologist - laboratoire Interuniversitaire de 
Psychologie (LIP/PC2S)  
Grenoble Alpes, UFR SHS, 1251 avenue Centrale, CS 40700, 38058 
Grenoble Cedex 9  
Marine.paucsik@univ-grenoble-alpes.fr 
Scientific 
Coordinators of the 
Study - Clinical 
Research Vigilance 
Céline BAEYENS  
Professor, Laboratoire Interuniversitaire de Psychologie (LIP/PC2S) 
Université Grenoble Alpes, UFR SHS, 1251 avenue Centrale, CS 40700, 
38058, Grenoble Cedex 9  
celine.baeyens@univ-grenoble-alpes.fr 
Rebecca BEGUE SHANKLAND 
Professor, Laboratoire Développement, Individu, Processus, 
Handicap, Education (DIPHE)  
Université Lyon 2, Bâtiment V (V211 à V216), 5, Avenue Pierre Mendès-
France, 69676 Bron Cedex 
Rebecca.shankland@univ-grenoble-alpes.fr 
 
 
 
 
 
 

 
Study Protocol 17/01/2021 
 
STUDY PROTOCOL 
Objectives: 
The purpose of this research is to evaluate the effectiveness of two programs - Compassion 
Focused Program and Emotional Skills Training - on participants' emotional regulation, well-
being, compassion, emotional skills, and anxiety-depressive symptoms compared to the control 
group in a subclinical population and clinical population 
 
Types of studies:  
- Multiple single-case study  
- Randomized controlled study in subclinical population 
- Pilot study in a clinical population 
 
Primary Objectives: 
Evaluation of the effectiveness of the Compassion Focused Program and Emotional Skills 
Training programs on participants' emotional regulation (DERS, Gratz & Roemer, 2004) 
compared to the control group. 
 
Secondary objectives and criteria: 
The secondary objectives are, in comparison to the control group, to evaluate (1) the 
effectiveness of the interventions on emotional regulation strategies (DERS, Dan-Glauser & 
Scherer, 2013), well-being (BE, Ryff, 1995, anxiety and stress symptoms (DASS21, Henry & 
Crawford, 2005), emotional competencies (S-PEC; Mikolajczak, Brasseur, & Fantini-Hauwel, 
2014), and compassion (SCS; Neff, 2003) and (2) to assess program effectiveness processes on: 
feeling of effectiveness of emotional regulation (Bandura, 2006) and cognitive flexibility (CFI; 
Dennis & Vander Wal, 2010). 
 
Control variables:   
In addition to the primary and secondary objectives, we will control for two variables: 
participants' expectations of the intervention prior to the start of the program (QCA, Coste et 
al., 2019), and participants' satisfaction with the intervention at the end of the intervention 
(STTS-R, Oei & green, 2008). 
 
Inclusion criteria  
- Age between 18 and 65 years inclusive  
- Person who can understand, speak and read French 
- Person who was orally informed and gave informed consent to participate in the study  
- Subject's participation in the study noted in the medical record 
 
Non-inclusion criteria 
- Participation in positive psychology, mindfulness or stress management groups for less than 
3 months 

 
Study Protocol 17/01/2021 
 
STUDY PROTOCOL 
- Change in psychotropic medication (taking, stopping, or changing dosage) within 2 months 
prior to study participation 
- Person with a mental disability 
- Person deprived of liberty by court order 
 
Numbers of subjects to be included: 
- 
Single case study: 10 participants, 5 participants per group  
- 
Randomized controlled study: 123 participants: 41 participants per group 
- 
Pilot study: 60 patients, 20 patients per group 
 
Provisional research schedule 
 
SINGLE CASE STUDY 
Beginning of inclusions 
November 2020 
Inclusion period  
1 months 
Duration of interventions  
3 months 
Duration of participation for each subject   
5 months 
Exclusion period (=period during which the participant will not be 
able to participate in any other research involving an emotional 
regulation intervention) 
5 months 
RANDOMIZED CONTROLLED STUDY 
Beginning of inclusions 
Février 2021 
Inclusion period  
18 mois 
Duration of interventions  
3 mois 
Duration of participation for each subject   
7 mois 
Exclusion period (=period during which the participant will not be 
able to participate in any other research involving an emotional 
regulation intervention) 
6 mois 
PILOT STUDY 
Beginning of inclusions 
August 2021 
Inclusion period  
2 months 
Duration of interventions  
3 mois 
Duration of participation for each subject   
7 months 
Exclusion period (=period during which the participant will not be 
able to participate in any other research involving an emotional 
regulation intervention) 
6 months 
TOTAL RESEARCH TIME 31 months 
END OF THE RESEARCH  March 2022 
 
 

 
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STUDY PROTOCOL 
Benefits for participants 
The two interventions will allow individuals to become familiar with their emotions, to cope 
more easily with the emotional difficulties encountered in their daily lives and to develop new 
strategies to manage their emotions. Indeed, research shows that emotions contribute to an 
individual's ability to adapt to his environment by guiding him in social interactions (Keltner & 
Kring, 1998), by facilitating the detection of danger (Ohman et al., 2001), by preparing him to 
face a series of situations (Frijda, 1986), by accelerating and orienting his decision making 
(Bechara & Damasio, 2005) and by allowing him to memorize important elements more easily 
(Luminet & Curci, 2008). In this sense, the individual's skills in emotional regulation seem to 
be essential to his well-being.