[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-studies-list:{\"overallStatus\":[\"RECRUITING\",\"AVAILABLE\",\"NOT_YET_RECRUITING\"],\"leadSponsorName\":\"Max Planck Social Neuroscience Lab\",\"orderBy\":\"LastUpdateSubmitDate:desc\",\"size\":25,\"offset\":0}":3,"health-study-condition:":84},{"pageToken":4,"total":5,"offset":6,"count":5,"results":7},null,2,0,[8,57],{"id":9,"slug":10,"hasResults":11,"nctId":12,"briefTitle":13,"officialTitle":14,"acronym":15,"eligibilityCriteria":16,"healthyVolunteers":17,"sex":18,"minAge":19,"maxAge":20,"enrollmentInfo":21,"targetDuration":4,"studyType":24,"phases":25,"briefSummary":27,"conditions":28,"keywords":31,"overallStatus":45,"whyStopped":4,"lastUpdateSubmitDate":46,"lastUpdatePostDateStruct":47,"startDateStruct":50,"completionDateStruct":52,"leadSponsor":54,"locationsCount":4},"100643208","online-socio-emotional-dyad-training-for-healthcare-professionals-well-being-and-social-skills-phase-ii-100643208",false,"NCT07637422","Online Socio-emotional Dyad Training for Healthcare Professionals' Well-being and Social Skills, Phase II.","The Edu:Social Health Care Project Phase II: Investigating the Effects of an Online Socio-emotional Dyad Intervention on Healthcare Professionals' Mental Health, Resilience, Social Competencies and Behaviors.","EduSocHealth2","Inclusion Criteria:\n\n1. Between 18- and 65-years old.\n2. Currently practicing a healthcare profession in Germany or Austria 2a. Belongs to one of the eligible state-regulated professions with legally defined independent responsibility for patient care, including diagnosis, treatment, psychotherapy, maternity care, or the overall nursing process (e.g., physician, psychotherapist, midwife, or registered nurse).\n\n2b. Regular direct contact with patients or clients as part of the professional role (3) Proficient in German. (4) Informed consent. (5) No diagnosis of a psychiatric disorder within the past two years. (6) Stable internet access and necessary technical equipment (mobile phone with internet access).\n\n(7) No regular contemplative practice (≤ 50 hours total within the past six months); healthy population, non-clinical population.\n\nExclusion Criteria:\n\n(8) Insufficient German proficiency. (9) Lack of stable internet access or required devices (mobile phone with internet access).\n\n(10) No informed consent. (11) Not currently practicing the profession, or working only in administrative, research, or teaching roles without patient contact.\n\n11a. Professions are excluded if their primary role is supportive, assistive, emergency transport, preventive, counseling-focused, or based on prescribed adjunct therapies rather than independent responsibility for patient care, along with non-human-related professions. This includes, for example, nursing assistants, health psychologists, physiotherapists, occupational therapists, speech therapists, dietitians, massage therapists, paramedics (Sanitäter), and other comparable support or adjunct roles.\n\n11b. No regular direct patient or client contact (12) Regular contemplative practice (\\> 50 hours in the past six months (e.g., dyad, mindfulness, compassion-based practices).\n\n(13) Current psychiatric diagnosis or therapy, or reaching screening cutoffs on:\n\n* Patient Health Questionnaire-9 (PHQ-9 ; Martin et al., 2006 ; Löwe et al., 2004 ; Cutoff ≥ 15 ; or endorsing suicidality on the item 9),\n* Generalized Anxiety Disorder-7 (GAD-7; Löwe et al., 2007; Spitzer et al., 2006; Cutoff ≥ 15)\n* Toronto Alexithymia Scale-20 (TAS-20; Bagby et al., 1994; Ritz \\& Kannapin, 2000; Cutoff ≥ 61)\n* Standardized Assessment of Personality - Abbreviated Scale (SAPAS; Moran et al., 2003; Söchtig et al., 2012, Cutoff ≥ 4).",true,"ALL","18 Years","68 Years",{"count":22,"type":23},666,"ESTIMATED","INTERVENTIONAL",[26],"NA","Edu:Social Health Care Project Phase II is a non-randomized waitlist-controlled trial with sequential recruitment of the intervention and waitlist control groups (nrWLC), designed to evaluate the effects of a partner-based Dyad-based empathy-compassion mental training (EmCo) intervention on healthcare professionals with regard to following primary outcome domains: 1) mental health, 2) resilience, 3) social cohesion and support, 4) social skills, 5) coping and emotion regulation, and 6) social behaviors.\n\nOne main goal is to examine the effects of such adapted 8-week EmCo Dyad intervention within the health care context, with a particular focus on strengthening healthcare professionals' mental health, resilience, social skills and behaviors, and social cohesion as well as fostering interprofessional attitudes by pairing every week study partners across different healthcare disciplines with each other for practicing their daily Dyads (e.g., nurses will practice daily via app with medical doctors or midwives).\n\nA further aim is to validate the novel Dyad Voice Assessment (DYVA) task, which explores the use of app-based voice recordings as indicators of healthcare professionals' emotional states during their daily partner-based Dyad practice. By combining healthcare professionals' self-reported practice-related emotions with partner-based evaluations, this approach aims to generate new and innovate, more objective markers of training-induced changes in emotional processing and regulation over time in a real-live applied setting.\n\nThe final aim is to investigate the cognitive and affective mechanisms and factors underlying observed changes in healthcare professionals' mental health, resilience, social cohesion, social skills and social behaviors, that may explain observed training-related effects in primary outcome domains. Based on previous research, we expect the socio-emotional EmCo Dyad training to activate evolutionary old care- and affiliation-based motivational systems that foster positive affect and motivation, acceptance, trust social capacities and behavioral tendencies. These processes should go along with reduction in loneliness, stress and other mental vulnerabilities (anxiety, depression, burn-out etc.) and foster social skills such as empathy, compassion as well as social cohesion and resilience.",[29,30],"Intervention Condition","Control Condition",[32,33,34,35,36,37,38,39,40,41,42,43,44],"Mental Training","Dyad training","Compassionate Listening","Empathic Listening","Empathy","Compassion","Mental-Health","Online & App-based Training","Resilience","Social Cohesion","Social Skills","AI-based Voice Assessment","Healthcare professionals","NOT_YET_RECRUITING","2026-06-04",{"date":48,"type":49},"2026-06-09","ACTUAL",{"date":51,"type":23},"2026-08-31",{"date":53,"type":23},"2027-04-03",{"name":55,"class":56},"Max Planck Social Neuroscience Lab","OTHER",{"id":58,"slug":59,"hasResults":11,"nctId":60,"briefTitle":61,"officialTitle":62,"acronym":63,"eligibilityCriteria":64,"healthyVolunteers":17,"sex":18,"minAge":19,"maxAge":20,"enrollmentInfo":65,"targetDuration":4,"studyType":24,"phases":67,"briefSummary":68,"conditions":69,"keywords":72,"overallStatus":45,"whyStopped":4,"lastUpdateSubmitDate":46,"lastUpdatePostDateStruct":79,"startDateStruct":80,"completionDateStruct":82,"leadSponsor":83,"locationsCount":4},"100643305","online-socio-emotional-dyad-training-for-school-teachers-well-being-and-social-skills-100643305","NCT07637409","Online Socio-emotional Dyad Training for School Teachers' Well-being and Social Skills","Edu:Social School Study2: Promoting Well-being and Socio-emotional Skills for School Teachers With App-based Mindfulness and Dyadic Empathy-compassion Trainings.","EduSocSchool2","Inclusion Criteria:\n\n* Between 18- and 68-years old.\n* Currently working as a school teacher in Germany or Austria; grades 1-12; primary, secondary, special needs, and vocational schools.\n* Proficient in German.\n* Informed consent.\n* No symptoms of psychiatric disease within the past two years; healthy population, non-clinical population.\n* Stable internet access and necessary technical equipment (mobile phone with internet access).\n* No regular contemplative practice (≤ 50 hours total within the past six months).\n\nExclusion Criteria:\n\n* Insufficient German proficiency.\n* Lack of stable internet access or required devices (mobile phone with internet access).\n* No informed consent.\n* Not currently working as a school teacher.\n* Regular contemplative practice (\\> 50 hours in the past six months (e.g., dyad, mindfulness, compassion-based practices).\n* Current psychiatric diagnosis or therapy, or reaching screening cutoffs on:\n\n  * Patient Health Questionnaire-9 (PHQ-9; Martin et al., 2006; Löwe et al., 2004; Cutoff ≥ 20; or endorsing suicidality on the item 9),\n  * Generalized Anxiety Disorder-7 (GAD-7; Löwe et al., 2007; Spitzer et al., 2006; Cutoff ≥ 15),\n  * Toronto Alexithymia Scale-20 (TAS-20; Bagby et al., 1994; Ritz \\& Kannapin, 2000; Cutoff ≥ 61)\n\n    * In addition, participants will complete the Standardized Assessment of Personality - Abbreviated Scale (SAPAS; Moran et al., 2003) which is not used as quantitative exclusion criteria in step 3, but provides additional information to support the phone call with one of the teachers, as part of the screening process.",{"count":66,"type":23},900,[26],"The Edu:Social School Study 2 is a randomized controlled trial designed to evaluate the effects of an 8-week socio-emotional, partner-based empathy-compassion Dyad training program (EmCo) compared with a mindfulness-based training (MBT) and a waitlist control group (WLC) in school teachers.\n\nThe primary objective is to assess the efficacy of the adapted 8-week online EmCo Dyad training program across multiple domains of teacher functioning. Seven domains capture individual-level outcomes: (1) mental health, (2) resilience, (3) attention and cognitive processes, (4) social emotions, (5) stress coping and emotion regulation, (6) listening skills, and (7) voice-based emotional expression (DYVA). Two additional domains assess broader contextual outcomes: (8) classroom teaching and (9) organizational\u002Fschool level outcomes, reflecting how individual-level changes may translate into perceived changes in the teaching and school context.\n\nTo this end, participants will be randomized into one of three groups: (1) an 8-week EmCo Dyad intervention (EmCo), (2) an 8-week mindfulness-based training program (MBT), or (3) a waitlist control group (WLC) that will receive the EmCo intervention after completion of the initial post-test. Both interventions are delivered online via a dedicated study application to ensure scalability and accessibility.\n\nA second aim is to validate the Egocentric Social Network Analysis Paradigm (e-SNAP) as a measure of teachers' perceived social interactions and network structures. This study represents the first randomized controlled trial in teachers to examine whether changes in internal psychological processes are associated with perceived changes in the perception of the quality of interaction between school teachers and their students in the classroom as well as between school teachers and their colleagues in school.\n\nA third aim is to introduce and validate objective measures of emotional processing based on AI-based voice analysis in educational field research. Specifically, the study will evaluate two tasks using different parameters of AI-based emotional voice analysis: (a) the Teacher Voice Assessment (TEAVA), in which teachers' voices are recorded during a teaching-related task, and (b) the Dyad Voice Assessment (DYVA), conducted during the daily partner-based Dyad practice. In both tasks, non-semantic vocal features (e.g., pitch, loudness, speaking rate, intonation) and vocal emotional expressions (e.g., arousal, valence, dominance, and basic emotional categories) will be analyzed using audEERING devAIce software. No speech content will be transcribed or analyzed.\n\nA final aim is to investigate the cognitive and affective mechanisms underlying intervention-related changes. Based on prior research, the EmCo Dyad training is expected to enhance care- and affiliation-related motivational systems associated with positive affect, social emotions and connectedness, and prosocial behavior, while reducing loneliness, social stress, and other forms of psychological vulnerability. In contrast, mindfulness-based training is expected to primarily strengthen attention- and thought-related processes, including present-moment awareness, calming the mind and executive attentional control. These mechanisms are expected to contribute to improvements in mental health and overall well-being across both intervention groups.",[70,71],"Intervention (Training) Condition","Waitlist Control Group",[32,73,74,34,35,36,37,38,40,75,43,76,77,78,39],"Dyad Training","Mindfulness-based Training","Social Emotions","e-SNAP","Perceive Psychosocial Work Environment","School Teachers",{"date":48,"type":49},{"date":81,"type":23},"2026-06-01",{"date":53,"type":23},{"name":55,"class":56},""]