Clinical trial NCT06477250: Investigating the Effects of a Dyad Intervention on Teacher Resilience, Mental Health, and Social Emotions and Behavior
Official title: Investigating the Effects of an Online Empathy-Compassion Dyad Intervention on Teacher Resilience, Mental Health, Social Emotions, Social Communication, and Interactions
Study type: INTERVENTIONAL
Overall status: NOT_YET_RECRUITING
Phase: NA
Conditions: Burnout
Keywords: Resilience
Burnout
Psychological distress
Stress
Mental health
Empathy
Compassion
Prosocial Behavior
Classroom climate
Teachers
Lead sponsor: Max Planck Social Neuroscience Lab
Sponsor class: OTHER
Collaborators: name: Humboldt-Universität zu Berlin
First posted: 2024-06-27
Enrollment: 240
Sex: ALL
Minimum age (years): 18
Maximum age (years): 65
Standard ages: ADULT
OLDER_ADULT
Accepts healthy volunteers: yes
Allocation: NON_RANDOMIZED
Intervention model: PARALLEL
Primary purpose: SUPPORTIVE_CARE

Brief summary: The COVID-19 pandemic increased psychological burdens in Germany, especially among teachers who have reported higher levels of emotional exhaustion and burnout compared to the general population. Even before the pandemic, teachers found their work highly stressful. Mindfulness- and compassion-based interventions, as well as socio-emotional learning interventions, show promise in combating burnout among educators. Despite increased research, partner-based Dyads have not been explored in schools. Recent studies suggest these social practice formats are more effective than solo mindfulness techniques in reducing loneliness, and social stress, and enhancing social connections and resilience. Additionally, the impact of these interventions on student, classroom, collegium, and system levels remains under-researched.

This study extends the CovSocial project and the ReSource project, which showed the effectiveness of partner-based dyadic mental training on stress reduction, resilience, and social cohesion. The first goal is to test a 10-week online empathy-compassion (EmCo) Dyad training program, inspired by the Affect Dyad from the ReSource project and the online coaching Dyad from the CovSocial project, incorporating empathic and compassionate listening.

The second goal is to evaluate the Dyad intervention's effects in an educational context, focusing on teachers' mental health, social capacities, social networks, and classroom climate, measured across: 1) mental health and resilience, 2) social emotions, 3) social interaction, 4) communication and listening skills, and 5) classroom climate. The third aim is to develop and validate the Teacher Autonomic Voice Assessment (TAVA) and the Egocentric Social Network Analysis Paradigm (e-SNAP), using autonomic measures and voice recordings to assess teachers' emotional states. The final aim is to investigate the cognitive and affective mechanisms driving changes in teachers' mental health, resilience, and social-emotional competencies.

Detailed description: The COVID-19 pandemic led to a dramatic rise in psychological burden and strain within Germany. German teachers, specifically, have reported increased emotional exhaustion and professional burnout, at levels exceeding those of the general population. The rise in teacher burnout is particularly alarming given that teachers already perceived their work as stressful and reported high rates of burnout prior to the pandemic. Mindfulness- and compassion-based interventions as well as socio-emotional learning interventions offer a promising approach to combating burnout among education professionals. Despite an increase in research efforts to alleviate burnout through such mental training intervention programs, partner-based Dyads have never been investigated in the school context. Yet, recent research suggests that these social practice formats are more efficient than classic mindfulness techniques practiced alone when it comes to reducing loneliness and social stress, boosting social connections and cohesion as well as resilience. Interestingly, the underlying mechanisms of these different types of interventions seem to be also rather different ones. Finally, the extent to which these interventions promote desired outcomes at the student, classroom, collegium, and system levels remains poorly known in the empirical literature.

This study is an extension of the CovSocial project and the preceding ReSource project, which provided evidence of the effectiveness of partner-based dyadic mental training interventions on stress reduction, psychological resilience, and social cohesion across multiple traits and state-level indicators of biopsychosocial health.

The first main goal of the proposed study is to test the efficacy of an adapted 10-week online empathy-compassion (EmCo) Dyad training program which both the original Affect Dyad inspired developed originally in the ReSource project and the 10-weeks online coaching Dyad program later developed in the context of the CovSocial project, and now includes an important differentiation between empathic and compassionate listening based on previous research in the lab.

A second main goal is to test the effects of such Dyad intervention in the educational context with a focus on boosting teachers' mental health and social capacities as well as their social networks and the classroom climate. The intervention effects will be measured in several families of outcomes which we will call domains: 1) mental health and resilience, 2) social emotions, 3) social interaction, 4) communication and listening skills, and 5) classroom climate. The third aim is to develop and validate two novel tasks, the Teacher Autonomic Voice Assessment (TAVA) and the Egocentric Social Network Analysis Paradigm (e-SNAP). In exploring the use of both autonomic measures as well as voice recordings as indicators of the emotional states of the teachers in the classroom, we hope to provide more objective markers of training-induced changes in the teachers' social connections, emotional well-being, self-regulation skills, as well as communication competency during real-time class instruction.

The final aim is to assess underlying cognitive and affective mechanisms driving the observed changes in teachers' mental health, resilience, and social-emotional competencies.

In a multi-factorial mixed (between- and within-subjects) design, the type of intervention will serve as the between-subjects variable with two levels: (a) the EmCo dyad training and (b) a waitlist control group. The within-subject effects from pre- to post-intervention will be evaluated at three time points in the intervention group at the pre-test, mid-test (after 5 weeks), and post-test (after an additional 5 weeks). In the waitlist control group, the variables of interest will be assessed at three time points including pre-test, mid-test and post-test. In a second step, the waitlist control group will also undergo a 5-week period of empathy-based socio-emotional intervention, followed by another 5-week period of compassion-based socio-emotional intervention, using the same protocol and testing as above (sequential intervention approach). If recruitment barriers prevent the implementation of a waitlist control group, only the within-subject pre-post effects as well as all individual difference hypotheses will be tested.

The EmCo Dyad intervention implemented here is based on the daily Affect Dyad practice, and a 10-week program consisting of 10 teacher-guided 1.5-hour online coaching sessions to deepen the daily practice inspired by the CovSocial project. In comparison to the 10-week online training developed in the CovSocial project, an additional component has been added, namely the difference between empathic and compassionate listening. This Dyad program was designed to enhance a) interoceptive body awareness, b) acceptance of challenging emotions, c) resilience through gratitude and compassion, d) non-judgmental empathic and compassionate listening, e) social connectedness and f) common humanity. The topic of each weekly coaching session is organized according to these goals. The weekly coaching session is conducted by a skilled expert trainer with groups of about 20 teachers, following a consistent structure. These sessions include sharing personal experiences and difficulties with the Dyad practice in the group, and teacher-lead content presentations to enhance understanding of key aspects of the practice. Participants also say good-bye to their Dyad partner of the past week and get to know their new Dyad partner for the coming week in break-out rooms.

Participants in the EmCo training course complete a daily practice, six times per week, and weekly 1.5-hour online coaching sessions for 10 weeks via a study app.

The daily practice involves a 13-minute structured contemplative dialogue. It starts with a minute of silence, followed by partners taking turns speaking about one difficult situation (2.5 mins) and one situation that incurred gratitude (2.5 mins) in the past 24 hours. While the participants elaborate on each situation, they are asked to focus on the recall of the bodily experience of the emotions generated during the situation. The listener is asked to contemplate his/her partner's experiences in a non-judgmental manner. The session concludes with a final minute of silence. Participants are randomly assigned new partners each week.

Eligibility criteria: Participation Criteria / Eligibility Criteria

Ages Eligible for Study 18 Years to 65 Years (Adult, Older Adult)

Sexes Eligible for Study All

Accepts Healthy Volunteers Yes

Inclusion Criteria:

Participants will have to meet the following inclusion criteria:

1. between 18- and 65-years old
2. registered residents of Germany
3. currently employed as a teacher in Germany
4. proficient in the German language

Exclusion Criteria:

Participants would be excluded:

1. if they do not have access to the internet or technical equipment necessary.
2. if they have a history of or current psychiatric diagnosis.
3. Toronto Alexithymia Scale-20 (TAS-20; Bagby et al., 1994; Brähler et al., 2000; exclude if score greater than 60)
4. Patient Health Questionnaire-9 (PHQ-9; Gräfe et al., 2004; Löwe et al., 2004; exclude if scores greater than 19) low 2004
5. Generalized Anxiety Disorder-7 (GAD-7; Löwe et al., 2007; Spitzer et al., 2006; exclude if scores greater than 15)
6. if endorsing suicidality on the PHQ-9.
7. if endorsing personality disorder on the Standardized Assessment of Severity of Personality Disorder Questionnaire (SAPAS; Moran et al., 2003; Söchtig et al., 2012).

Primary outcomes:
measure: Change from baseline Depression Anxiety Stress Scale - 21 (DASS-21) scores at 5 and 10 weeks
timeFrame: Assessed at pre-intervention (Baseline), after the first 5 weeks of training (Mid-Test), and then after the second 5 weeks of training (Post-Test)
measure: Change from baseline Maslach Burnout Inventory-Educators Survey (MBI-ES) scores at 5 and 10 weeks
timeFrame: Assessed at pre-intervention (Baseline), after the first 5 weeks of training (Mid-Test), and then after the second 5 weeks of training (Post-Test)
measure: Change from baseline Connor Davidson Resilience Scale (CD-RISC) score at 5 and 10 weeks
timeFrame: Assessed at pre-intervention (Baseline), after the first 5 weeks of training (Mid-Test), and then after the second 5 weeks of training (Post-Test)
measure: Change from baseline Sussex-Oxford Compassion Scale for Self and Others (SOCS) scores at 10 weeks
timeFrame: Assessed at pre-intervention (Baseline), at week 5 (after empathic listening training) and then again at week 10 (after compassionate listening training)
measure: Change from baseline Active Listening Attitude Scale (ALAS) scores at 5 and 10 weeks
timeFrame: Assessed at pre-intervention (Baseline), after the first 5 weeks of training (Mid-Test), and then after the second 5 weeks of training (Post-Test)
measure: Change from baseline Socio-Affective Video Task (SoVT) scores at 5 and 10 weeks
timeFrame: Assessed at pre-intervention (Baseline), at week 5 (after empathic listening training), and then again at week 10 (after compassionate listening training)
measure: Change from baseline Egocentric Social Network Analysis Paradigm (e-SNAP) scores at 5 and 10 weeks
timeFrame: Assessed at pre-intervention (Baseline), after the first 5 weeks of training (Mid-Test), and then after the second 5 weeks of training (Post-Test)
measure: Change from baseline Autonomic Nervous System (ANS) functioning at 10 weeks: Physiological Resting Baseline - electrocardiogram [ECG]
timeFrame: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention time points, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
measure: Change from baseline Autonomic Nervous System (ANS) functioning at 10 weeks: Physiological Resting Baseline - electrodermal activity [EDA]
timeFrame: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention time points, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
measure: Change from baseline Autonomic Nervous System (ANS) functioning at 10 weeks: Physiological Resting Baseline - inductive respiration
timeFrame: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention time points, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
measure: Change from baseline Autonomic Nervous System (ANS) regulation at 10 weeks: Heart Rate Variability
timeFrame: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention time points, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
measure: Change from baseline Autonomic Nervous System (ANS) regulation at 10 weeks: Skin Conductance
timeFrame: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention time points, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
measure: Change from baseline Autonomic Nervous System (ANS) regulation at 10 weeks: inductive respiration
timeFrame: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention time points, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
measure: Change from baseline Vocalized Emotional Expressions at 10 weeks - prosodic features
timeFrame: the Teacher Autonomic Voice Assessment (TAVA)
measure: Change from baseline Vocalized Emotional Expressions at 10 weeks - affect dimensions
timeFrame: the Teacher Autonomic Voice Assessment (TAVA)
measure: Change from baseline Vocalized Communication Behaviors at 10 weeks - sensitivity in communication
timeFrame: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention timepoints, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
measure: Change from baseline Vocalized Communication Behaviors at 10 weeks - silence
timeFrame: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention timepoints, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
measure: Change from baseline listening at 10 weeks
timeFrame: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention timepoints, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
measure: Change from baseline Academic Productive Dialogue (APD) scores at 10 weeks
timeFrame: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention timepoints, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
measure: Change from baseline Mindfulness in Teaching Scale (MTS) scores at 10 weeks
timeFrame: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention timepoints, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
measure: Change from baseline Teacher Self-Efficacy Scale (TSES) scores at 10 weeks
timeFrame: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention timepoints, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
measure: Change from baseline Affect Grid scores at 10 weeks
timeFrame: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention time points, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
measure: Change from baseline Stress levels at 10 weeks
timeFrame: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention time points, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
measure: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention time points, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
timeFrame: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention timepoints, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
measure: Change from baseline emotional expressions at 10 weeks
timeFrame: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention timepoints, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
measure: Change from baseline student-reported Student Personal Perception of Classroom Climate (SPPCC) scores at 10 weeks
timeFrame: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention time points, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
measure: Change from baseline student-reported Classroom Belonging Scale (CBS) scores at 10 weeks
timeFrame: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention time points, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
measure: Change from baseline classroom discussion climate at 10 weeks
timeFrame: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention time points, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
measure: Change from baseline observer-rated Affect Grid scores at 10 weeks
timeFrame: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention time points, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
measure: Change from baseline observer-rated teacher listening and communication behaviors at 10 weeks
timeFrame: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention timepoints, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
measure: Change from baseline observer-rated student engagement & communication behaviors at 10 weeks
timeFrame: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention timepoints, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
measure: Change from baseline Affect Grid scores at 10 weeks
timeFrame: Assessed at pre-intervention over a two-week period (Baseline), at week 5 (once), and then after a 10-week intervention period at post-intervention timepoint again for two-week
measure: Change from baseline Positive Teaching Practices Scale (PTPS) scores at 10 weeks
timeFrame: Assessed at pre-intervention over a two-week period (Baseline), at week 5 (once), and then after a 10-week intervention period at post-intervention timepoint again for two-week
measure: Change from baseline Stress levels at 10 weeks
timeFrame: Assessed at pre-intervention over a two-week period (Baseline), at week 5 (once), and then after a 10-week intervention period at post-intervention timepoint again for two-week
measure: Change from baseline coping strategies at 10 weeks
timeFrame: Assessed at pre-intervention over a two-week period (Baseline), at week 5 (once), and then after a 10-week intervention period at post-intervention timepoint again for two-week
measure: Change from baseline Empathy Scale for Teachers (EST) scores at 10 weeks
timeFrame: Assessed at pre-intervention over a two-week period (Baseline), at week 5 (once), and then after 10-week intervention period at post-intervention timepoint again for two-week
measure: Change from baseline Compassionate Love Scale (Close Others Version) scores at 10 weeks
timeFrame: Assessed at pre-intervention over a two-week period (Baseline), at week 5 (once), and then after a 10-week intervention period at post-intervention timepoint again for two-week
Secondary outcomes:
measure: Cognitive Control and Flexibility Questionnaire (CCFQ) (explanatory mechanism)
timeFrame: Assessed weekly during the course of 10 weeks
measure: Multidimensional Assessment of Interoceptive Awareness (MAIA) scores - Self-Regulation (explanatory mechanisms)
timeFrame: Assessed weekly during the course of 10 weeks
measure: Philadelphia Mindfulness Scale (PHLMS) (explanatory mechanism)
timeFrame: Assessed weekly during the course of 10 weeks
measure: Difficulties in Emotion Regulation Scale Short Form (DERS-SF) (explanatory mechanism)
timeFrame: Assessed weekly during the course of 10 weeks
measure: Interpersonal Reactivity Index (IRI) (explanatory mechanism)
timeFrame: Assessed weekly during the course of 10 weeks
measure: Listening
timeFrame: Assessed weekly during the course of 10 weeks
measure: Gratitude Questionnaire-6 (GQ-6) (explanatory mechanism)
timeFrame: Assessed weekly during the course of 10 weeks
measure: Coping strategies (explanatory mechanism)
timeFrame: Assessed weekly during the course of 10 weeks
measure: Affect Grid (explanatory mechanism)
timeFrame: Assessed weekly during the course of 10 weeks of intervention only in intervention group
measure: Social connectedness - Inclusion of Other in Self Scale (explanatory mechanism)
timeFrame: Assessed for 10 weeks during intervention period, twice a week, only in the intervention group, prior to and after the daily exercise
measure: Personal Self-Disclosure with Partner
timeFrame: Assessed for 10 weeks during intervention period, twice a week, only in the intervention group, after the daily exercise
measure: Emotional Authenticity
timeFrame: Assessed for 10 weeks during intervention period, twice a week, only in the intervention group, after the daily exercise
measure: Listening (emotional resonance)
timeFrame: Assessed for 10 weeks during intervention period, twice a week, only in the intervention group, after the daily exercise
measure: Listening engagement
timeFrame: Assessed for 10 weeks during intervention period, twice a week, only in the intervention group, after the daily exercise
measure: Qualitative Empathic Listening Diary
timeFrame: Assessed once during intervention period, at week 5, only in the intervention group, after the daily exercise
measure: Qualitative Compassionate Listening diary
timeFrame: Assessed once at the end of the intervention period, at week 10, only in the intervention group, after the daily exercise
Other outcomes:
measure: Health Screener
timeFrame: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention time points, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
measure: Classroom and Student Demographics
timeFrame: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention time points, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
measure: Patient Health Questionnaire (PHQ-9; pre-screening)
timeFrame: Assessed before the intervention, only once, to pre-screen out from the study individuals who have clinical levels of depressive symptoms
measure: Generalized Anxiety Disorder (GAD-7; pre-screening)
timeFrame: Assessed prior to the intervention, only once, to pre-screen out from the study individuals who have clinical levels of anxious symptoms
measure: Toronto Alexithymia Scale (TAS-20; pre-screening)
timeFrame: Assessed before the intervention, only once, to pre-screen out from the study individuals who have high levels of alexithymia
measure: Standardized Assessment of Personality - Abbreviated Scale (SAPAS; pre-screening)
timeFrame: Assessed before the intervention, only once, to evaluate presence of personality disorders
measure: General demographic questions
timeFrame: Assessed before the intervention, only once, to collect demographic information
Locations:
Study officials:
affiliation: Social Neuroscience Lab of the Max Planck Society
name: Tania Singer, PhD
role: PRINCIPAL_INVESTIGATOR
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