[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-studies-list:{\"conditionNormalized\":\"compassion\",\"overallStatus\":[\"RECRUITING\",\"AVAILABLE\",\"NOT_YET_RECRUITING\"],\"orderBy\":\"LastUpdateSubmitDate:desc\",\"size\":25,\"offset\":0}":3,"health-study-condition:compassion":28},{"pageToken":4,"total":5,"offset":6,"count":5,"results":7},null,11,0,[8,42,76,104,145,167,198,232,263,288,316],{"id":9,"slug":10,"hasResults":11,"nctId":12,"briefTitle":13,"officialTitle":14,"acronym":4,"eligibilityCriteria":15,"healthyVolunteers":16,"sex":17,"minAge":4,"maxAge":4,"enrollmentInfo":18,"targetDuration":4,"studyType":21,"phases":22,"briefSummary":24,"conditions":25,"keywords":4,"overallStatus":29,"whyStopped":4,"lastUpdateSubmitDate":30,"lastUpdatePostDateStruct":31,"startDateStruct":34,"completionDateStruct":36,"leadSponsor":38,"locationsCount":41},"100635037","the-effect-of-aging-simulation-suits-on-nursing-students-attitudes-toward-older-adults-and-their-levels-of-compassion-100635037",false,"NCT07547475","The Effect of Aging Simulation Suits on Nursing Students' Attitudes Toward Older Adults and Their Levels of Compassion","\"The Effect of an Aging Simulation Suit on Nursing Students' Attitudes Toward Older Adults and Their Levels of Compassion Competence: A Randomized Controlled Pretest-Posttest Study\"","Inclusion Criteria:\n\n* Being a third-year nursing student\n* Being enrolled in the HMSR 312 Geriatric Nursing course\n* Volunteering to participate in the study\n\nExclusion Criteria:\n\n* Having a physical condition that would prevent the use of an aging simulation suit\n* Having advanced orthopedic, neurological, or balance problems",true,"ALL",{"count":19,"type":20},102,"ESTIMATED","INTERVENTIONAL",[23],"NA","With the increasing elderly population, nursing students' attitudes toward older adults and their levels of compassion competence have become increasingly important. While traditional educational methods may be insufficient in developing these skills, experiential learning approaches offer more effective outcomes. In particular, aging simulation applications enable students to understand the physical and emotional challenges experienced by older individuals, thereby enhancing their levels of empathy and compassion. The literature reports that simulation-based education has positive effects on attitudes and awareness. Therefore, the integration of aging simulation suits into nursing education is of great importance.",[26,27,28],"Ethics","Aging","Compassion","NOT_YET_RECRUITING","2026-04-16",{"date":32,"type":33},"2026-04-23","ACTUAL",{"date":35,"type":20},"2026-04-25",{"date":37,"type":20},"2026-06-25",{"name":39,"class":40},"Eastern Mediterranean University","OTHER",1,{"id":43,"slug":44,"hasResults":11,"nctId":45,"briefTitle":46,"officialTitle":47,"acronym":48,"eligibilityCriteria":49,"healthyVolunteers":16,"sex":17,"minAge":50,"maxAge":51,"enrollmentInfo":52,"targetDuration":4,"studyType":21,"phases":54,"briefSummary":55,"conditions":56,"keywords":60,"overallStatus":65,"whyStopped":4,"lastUpdateSubmitDate":66,"lastUpdatePostDateStruct":67,"startDateStruct":69,"completionDateStruct":71,"leadSponsor":73,"locationsCount":75},"100623603","pace-study-school-based-mindfulness-and-compassion-interventions-for-children-100623603","NCT07398781","PACE Study: School-Based Mindfulness and Compassion Interventions for Children","The PACE Study (Present-Moment Awareness, Attention, Compassion, Emotion Regulation): Effects of School-Based Mindfulness and Compassion Interventions","PACE","Inclusion Criteria:\n\n* Participants must be primary school students (grades 3rd-7th)\n\nExclusion Criteria:\n\n* Lack of signed consent","8 Years","13 Years",{"count":53,"type":20},500,[23],"This study aims to evaluate the effects of three school-based interventions focused on mindfulness, compassion, and social-emotional learning on children's psychological well-being and higher-order cognitive functions.\n\nThe interventions are delivered in the classroom through structured experiential activities. Children are assessed before and after the interventions using standardized tests and questionnaires measuring attention, executive functions, emotional regulation, mindfulness, self-compassion, and social-emotional skills.",[57,58,28,59],"School-based Intervention","Mindfulness-based Intervention","Emotion Regulation",[61,62,63,64],"mindfulness","compassion","emotion regulation","School","RECRUITING","2026-03-17",{"date":68,"type":33},"2026-03-19",{"date":70,"type":20},"2026-04-13",{"date":72,"type":20},"2027-12",{"name":74,"class":40},"IRCCS Fondazione Stella Maris",4,{"id":77,"slug":78,"hasResults":11,"nctId":79,"briefTitle":80,"officialTitle":81,"acronym":4,"eligibilityCriteria":82,"healthyVolunteers":16,"sex":17,"minAge":4,"maxAge":83,"enrollmentInfo":84,"targetDuration":4,"studyType":21,"phases":86,"briefSummary":87,"conditions":88,"keywords":90,"overallStatus":29,"whyStopped":4,"lastUpdateSubmitDate":95,"lastUpdatePostDateStruct":96,"startDateStruct":98,"completionDateStruct":100,"leadSponsor":102,"locationsCount":41},"100586898","the-effect-of-compassionate-care-education-on-nurses-100586898","NCT06921369","The Effect of Compassionate Care Education on Nurses","The Effect of Compassionate Care Training Given According to Watson's Human Caring Model on Nurses' Compassion Levels and Caring Behaviors","Inclusion Criteria:\n\n* Volunteering to participate in the study,\n* Understanding and using Turkish effectively,\n* Not being on leave during the study.\n\nExclusion Criteria:\n\n* Nurses who answered the data collection forms incompletely,\n* Nurses who did not want to continue the study,\n* Nurses who did not participate in even one of the compassionate care education programs of the study.","65 Years",{"count":85,"type":20},60,[23],"Compassion is an important concept underlying relationships between people. Compassion is a complex, multifaceted psychological and social process. Professional values form the basis of nursing care. The concept of compassion is one of these professional values, as well as one of the essential components of care that facilitates nursing care. Compassion-based care provides patient-centered care with a holistic approach while increasing the quality of care. Despite this importance, many healthcare professionals remain inadequate regarding compassionate care. The idea that compassion is innate or learned in people causes various difficulties in teaching compassion. Compassionate care is an emotion that can be taught and developed with innovative interactive methods along with developing technology. Methods such as video-supported teaching and case analysis, which are widely used in nursing education, contribute to developing cognitive and affective skills such as interpretation, critical thinking, and problem-solving in nurses. In this context, it is aimed to implement compassionate care training, developed based on Watson's Human Caring Model, on nurses by enriching it with video-supported teaching and case analysis methods, and to evaluate the effect of this training on nurses' compassion levels and caring behaviors.",[89,28],"Nursing",[91,92,93,94],"nursing","compassionate care","Video-assisted teaching","Caring behaviors","2025-12-13",{"date":97,"type":33},"2025-12-16",{"date":99,"type":20},"2025-12-20",{"date":101,"type":20},"2026-02-20",{"name":103,"class":40},"Kırıkkale University",{"id":105,"slug":106,"hasResults":11,"nctId":107,"briefTitle":108,"officialTitle":109,"acronym":4,"eligibilityCriteria":110,"healthyVolunteers":11,"sex":111,"minAge":112,"maxAge":113,"enrollmentInfo":114,"targetDuration":4,"studyType":21,"phases":116,"briefSummary":117,"conditions":118,"keywords":126,"overallStatus":65,"whyStopped":4,"lastUpdateSubmitDate":135,"lastUpdatePostDateStruct":136,"startDateStruct":138,"completionDateStruct":140,"leadSponsor":142,"locationsCount":144},"100589168","contemplative-practice-for-well-being-and-self-deconstruction-in-women-100589168","NCT06950905","Contemplative Practice for Well-being and Self-Deconstruction in Women","Effectiveness of a Contemplative Practice on Psychological Well-Being, Self-Deconstruction, Body Image, Body Acceptance, and Compassion in Women","Inclusion Criteria:\n\n* Sex assigned female at birth and self-identifies as a woman\n* Aged between 30 and 60 years\n* Spanish nationality, or residency in Spain for more than 5 years\n* Fluent in Spanish\n* At least one month of experience with meditation or mindfulness practices, with a regular practice of more than 15 minutes per session\n* Provides informed consent\n\nExclusion Criteria:\n\n* Indicators of eating disorders (ED) or mental health deterioration, determined by the following cut-off points: SCOFF ≥ 2 and PHQ-9 ≥ 10\n* Formal diagnosis of an eating disorder or any psychiatric condition\n* Substance use disorder\n* History of neurological disease diagnosis\n* Participant's decision to withdraw from the study at any point","FEMALE","30 Years","60 Years",{"count":115,"type":20},122,[23],"This randomized controlled trial aims to evaluate the effectiveness of a contemplative practice called Feeding Your Demons (FYD), based on a secular adaptation of Tibetan Buddhism, in improving psychological well-being, body image, body acceptance, compassion, and self-deconstruction in adult women. Participants will be randomly assigned to either FYD or an active control group practicing mindfulness meditation. Psychological variables will be assessed before and after the intervention, and at a six-month follow-up. Additionally, a qualitative exploration will be conducted through interviews with a subgroup of participants.",[119,120,121,28,122,123,124,125],"Mental Health","Self Concept","Body Dissatisfaction","Self-Perception","Mindfulness Meditation","Meditation","Psychological Well-being",[127,128,129,130,124,28,131,132,133,61,134],"Feeding Your Demons","Self-Deconstruction","Selflessness","Contemplative Practices","Body Image","Women's Mental Health","Randomized Controlled Trial (RCT)","psychological well-being","2025-09-09",{"date":137,"type":33},"2025-09-10",{"date":139,"type":33},"2025-06-18",{"date":141,"type":20},"2028-06-30",{"name":143,"class":40},"Hospital Miguel Servet",2,{"id":146,"slug":147,"hasResults":11,"nctId":148,"briefTitle":149,"officialTitle":149,"acronym":4,"eligibilityCriteria":150,"healthyVolunteers":16,"sex":17,"minAge":151,"maxAge":4,"enrollmentInfo":152,"targetDuration":4,"studyType":21,"phases":154,"briefSummary":155,"conditions":156,"keywords":4,"overallStatus":29,"whyStopped":4,"lastUpdateSubmitDate":158,"lastUpdatePostDateStruct":159,"startDateStruct":161,"completionDateStruct":163,"leadSponsor":165,"locationsCount":41},"100600431","examination-of-a-self-compassion-course-for-healthcare-providers-working-with-people-with-multiple-sclerosis-100600431","NCT07097402","Examination of a Self-Compassion Course for Healthcare Providers Working With People With Multiple Sclerosis","Inclusion Criteria:\n\n1. Aged 18 years or older\n2. Able to understand spoken and written English\n3. Current professional affiliation with the Barlo MS clinic\n\nExclusion Criteria:\n\n1\\) Severe active mental health impairment (psychosis, suicidality)","18 Years",{"count":153,"type":20},40,[23],"Clinical staff working with people with multiple sclerosis often face emotional fatigue and high levels of burnout. The Self-Compassion for Healthcare Communities course is an evidence-based intervention that teaches participants how to meet distress with kindness and care. This study will recruit up to 40 staff from the Barlo MS Clinic at St. Michael's Hospital to take part in a 6-week, 6-session Self-Compassion for Healthcare Communities course. Participants will be asked to complete surveys before and after the course to understand the effects of the course on a range of outcomes. Participants will be invited to take part in one qualitative interview on their perspectives on the course.",[157,28],"Burnout","2025-07-24",{"date":160,"type":33},"2025-07-31",{"date":162,"type":20},"2025-09-01",{"date":164,"type":20},"2026-07-31",{"name":166,"class":40},"Robert Simpson",{"id":168,"slug":169,"hasResults":11,"nctId":170,"briefTitle":171,"officialTitle":172,"acronym":173,"eligibilityCriteria":174,"healthyVolunteers":11,"sex":17,"minAge":175,"maxAge":4,"enrollmentInfo":176,"targetDuration":4,"studyType":21,"phases":178,"briefSummary":179,"conditions":180,"keywords":186,"overallStatus":29,"whyStopped":4,"lastUpdateSubmitDate":189,"lastUpdatePostDateStruct":190,"startDateStruct":192,"completionDateStruct":194,"leadSponsor":196,"locationsCount":41},"100598069","mindfulness-and-compassion-program-for-the-improvement-of-emotional-and-behavioral-problems-academic-performance-and-school-climate-in-students-in-the-last-cycle-of-primary-education-100598069","NCT07066696","Mindfulness and Compassion Program for the Improvement of Emotional and Behavioral Problems, Academic Performance and School Climate in Students in the Last Cycle of Primary Education.","Mindfulness and Compassion Program for the Improvement of Emotional and Behavioral Problems, Academic Performance and School Climate in Students in the Last Cycle of Primary Education (Cuida2 Project)","Cuida2","Inclusion Criteria:\n\n* To be a pupil, parent\u002Fguardian of a child or minor under guardianship or academic tutor in the 5th or 6th year of Primary Education.\n* Fluent in Spanish.\n* Provided informed consent.\n\nExclusion Criteria:\n\n* Participant's decision to withdraw from the study at any point","10 Years",{"count":177,"type":20},448,[23],"This randomized controlled trial aims to evaluate the efficacy of a Mindfulness and Compassion program to improve emotional and behavioral problems, academic performance and school climate of students in the last cycle of Primary Education.\n\nParticipants will be randomly assigned to the Cuida2 program or to an active control group practicing relaxation.\n\nThe different variables studied will be evaluated before and after the intervention, and at a three months follow-up. These evaluations will be carried out by the students and their families. In addition, a qualitative exploration will be carried out at the end of the programs, also including the teachers' perceptions.",[181,28,182,183,184,119,185],"Mindfulness","Self-Compassion","Academic Performance","School Climate","Primary School Students",[181,28,187,185,188,184,183],"Self-compassion","Emotional and Behavioural Problems","2025-07-04",{"date":191,"type":33},"2025-07-15",{"date":193,"type":20},"2025-10-06",{"date":195,"type":20},"2027-01-30",{"name":197,"class":40},"Universidad de Zaragoza",{"id":199,"slug":200,"hasResults":11,"nctId":201,"briefTitle":202,"officialTitle":203,"acronym":204,"eligibilityCriteria":205,"healthyVolunteers":11,"sex":17,"minAge":151,"maxAge":206,"enrollmentInfo":207,"targetDuration":4,"studyType":209,"phases":4,"briefSummary":210,"conditions":211,"keywords":212,"overallStatus":65,"whyStopped":4,"lastUpdateSubmitDate":223,"lastUpdatePostDateStruct":224,"startDateStruct":226,"completionDateStruct":228,"leadSponsor":230,"locationsCount":41},"100535441","electrocoagulation-vs-cold-knife-cutting-in-joint-arthroplasty-electrocoagulation-vs-scalpel-100535441","NCT06251869","Electrocoagulation vs. Cold Knife Cutting in Joint Arthroplasty (Electrocoagulation vs Scalpel)","Electrocoagulation vs. Cold Knife Cutting in Joint Arthroplasty: A Comparative Analysis in Knee and Hip Replacement","evs","Inclusion Criteria:\n\n* Patients who have given informed consent to the procedure\n* Patients admitted over 18 years of age\n* Patients with pathology requiring primary joint replacement (symptomatic gonarthrosis\u002Fcoxarthrosis, Avascular necrosis (AVN) of the femoral head , femoral neck fractures, etc)\n\nExclusion Criteria:\n\n* Contraindications for major surgery or anaesthesia\n* Patients with active infections that could interfere with outcome assessment\n* Patients unable to give informed consent for psychological or cognitive reasons\n* Severe medical conditions such as coagulopathies that may significantly influence outcomes\n* Patients unable or unwilling to adhere to the required follow-up period\n* Patients who died during the study period\n* Patients with revision prosthesis operations","90 Years",{"count":208,"type":20},700,"OBSERVATIONAL","Comparison of clinical outcomes of electrocoagulation and non-electrocoagulation techniques in total hip and knee arthroplasty surgery",[28],[213,214,215,216,217,218,219,220,221,222],"electrocoagulation","cold knife","scalpel","joint arthroplasty","knee replacement","hip replacement","comparative analysis","surgical techniques","orthopedics","outcome assessment","2025-04-28",{"date":225,"type":33},"2025-05-01",{"date":227,"type":33},"2024-03-15",{"date":229,"type":20},"2027-02-15",{"name":231,"class":40},"Iuliu Hatieganu University of Medicine and Pharmacy",{"id":233,"slug":234,"hasResults":11,"nctId":235,"briefTitle":236,"officialTitle":237,"acronym":238,"eligibilityCriteria":239,"healthyVolunteers":11,"sex":17,"minAge":240,"maxAge":4,"enrollmentInfo":241,"targetDuration":4,"studyType":21,"phases":243,"briefSummary":244,"conditions":245,"keywords":246,"overallStatus":29,"whyStopped":4,"lastUpdateSubmitDate":254,"lastUpdatePostDateStruct":255,"startDateStruct":257,"completionDateStruct":259,"leadSponsor":261,"locationsCount":41},"100587586","compassion-based-intervention-for-lung-cancer-caregivers-cbi-lcc-100587586","NCT06930313","Compassion-Based Intervention for Lung Cancer Caregivers (CBI-LCC)","Development and Evaluation of a Brief Compassion-Based Intervention for Managing Depression and Anxiety in Family Caregivers of Lung Cancer Patients: A Mixed Methods Randomized Controlled Trial","CBI-LCC","Inclusion Criteria:\n\n* Primary family caregiver of a person with newly diagnosed lung cancer (within one year of diagnosis)\n* Aged 20 years or older\n* Access to a computer or smartphone with internet connection at home\n\nExclusion Criteria:\n\n* Currently receiving psychological therapy\n* Diagnosed with a severe mental illness and taking medication for it (e.g.,psychosis, bipolar disorder)\n* Previous experience with mindfulness or self-compassion training","20 Years",{"count":242,"type":20},84,[23],"Objectives: This 3-year study aims to develop, refine, and evaluate a brief compassion-based intervention specifically designed for family caregivers of lung cancer patients. In the first year, the primary focus will be on developing the intervention content and assessing its feasibility and acceptability. In the second and third years, the goal will be to assess the intervention's effects on depression and anxiety.\n\nMethod: In the first year, the intervention will be developed in three stages. Initially, the intervention will be created based on compassion-focused theory and evidence-based exercises, incorporating feedback from family caregivers in previous studies and insights from professionals to ensure its relevance to lung cancer caregivers. Next, a pilot study will test the intervention's feasibility and acceptability with 30 family caregivers, using mixed methods to gather session-by-session feedback and assess recruitment, retention, and adherence. Following the pilot, the intervention will be revised based on participant and researcher feedback, preparing it for further study. In the second and third years, a randomized controlled trial (RCT) will be conducted with 84 participants randomly assigned to either the 4-session Brief Compassion-Based Intervention (BCI) or a single-session Telephone-Based Support and Education (TSE) control group. Outcomes, including depression, anxiety, caregiver stress, mindfulness, self-compassion, and self-efficacy, will be measured at baseline, immediately post-intervention, and at 3- and 6-month follow-ups. For data analysis, long-term follow-up quantitative data will be analyzed using the Generalized Estimating Equation (GEE) to examine group differences. Moderation and mediation analyses will be conducted to explore potential moderators and mechanisms of the intervention. Qualitative data from interviews will be analyzed using content analysis.\n\nExpected Results: This study is expected to provide a comprehensive understanding of the feasibility, acceptability, and effectiveness of compassion-based interventions for lung cancer caregivers, contributing to their application in clinical care practice.",[28],[247,248,249,250,251,252,61,253],"compassion-based intervention","lung cancer","family caregivers","caregiver stress","depression","anxiety","self-compassion","2025-04-08",{"date":256,"type":33},"2025-04-16",{"date":258,"type":20},"2026-03-01",{"date":260,"type":20},"2028-02-28",{"name":262,"class":40},"Taipei Medical University",{"id":264,"slug":265,"hasResults":11,"nctId":266,"briefTitle":267,"officialTitle":268,"acronym":269,"eligibilityCriteria":270,"healthyVolunteers":16,"sex":17,"minAge":240,"maxAge":4,"enrollmentInfo":271,"targetDuration":4,"studyType":21,"phases":273,"briefSummary":274,"conditions":275,"keywords":4,"overallStatus":65,"whyStopped":4,"lastUpdateSubmitDate":279,"lastUpdatePostDateStruct":280,"startDateStruct":282,"completionDateStruct":284,"leadSponsor":286,"locationsCount":41},"100416301","a-randomized-controlled-evaluation-of-a-compassion-course-for-healthcare-professionals-100416301","NCT04700878","A Randomized Controlled Evaluation of a Compassion-course for Healthcare Professionals","A Randomized Controlled Evaluation of a Compassion-course With the Aim of Reducing Stress of Conscience and Work-related Stress and Increase Levels of Professional Quality of Life and Self-compassion in Healthcare Professionals","ICOP","Inclusion Criteria:\n\nThe inclusion criteria will be as follows: the participants work directly with patients full-time or part-time, score 45 points or higher on the primary outcome measure Stress of Conscience Questionnaire (SCQ), are proficient in Swedish, have the requisite time to attend a digital course, and accept the course's format.\n\nThe exclusion criteria include being partially or fully on sick leave due to stress.\n\nAll criteria are assessed on the basis of self-assessment forms of the participants, but in case of uncertainty, follow-up questions can be done by phone.",{"count":272,"type":20},548,[23],"The aim is to investigate whether an internet-based compassion course of five modules contributes to reducing stress of conscience and work-related stress, increase the experience of professional quality of life and self-compassion in healthcare professionals.",[276,28,277,278],"Psychological Stress","Occupational Health","Cognitive Behavioral Therapy","2025-03-14",{"date":281,"type":33},"2025-03-19",{"date":283,"type":33},"2021-02-01",{"date":285,"type":20},"2027-12-31",{"name":287,"class":40},"Linnaeus University",{"id":289,"slug":290,"hasResults":11,"nctId":291,"briefTitle":292,"officialTitle":293,"acronym":4,"eligibilityCriteria":294,"healthyVolunteers":16,"sex":17,"minAge":151,"maxAge":83,"enrollmentInfo":295,"targetDuration":4,"studyType":21,"phases":296,"briefSummary":297,"conditions":298,"keywords":301,"overallStatus":29,"whyStopped":4,"lastUpdateSubmitDate":307,"lastUpdatePostDateStruct":308,"startDateStruct":310,"completionDateStruct":312,"leadSponsor":314,"locationsCount":4},"100568012","effect-of-reflective-thinking-method-on-ethical-decision-making-professional-values-and-compassion-level-100568012","NCT06675669","Effect of Reflective Thinking Method on Ethical Decision Making, Professional Values and Compassion Level","The Effect of Reflective Thinking Method Used in Ethics Teaching on Ethical Decision Making, Professional Values and Compassion Level in Nursing Students","Inclusion Criteria:\n\n* Being between the ages of 18-65\n* Being registered in the Professional Ethics course\n* Having participated in the theoretical part of the Professional Ethics course\n* Being volunteering to participate in the research\n\nExclusion Criteria:\n\n* Having taken the Professional Ethics course before\n* Working as a healthcare professional\n* Being a foreign national",{"count":242,"type":20},[23],"This randomized controlled study aimed to determine the effect of the reflective thinking method used in ethics education on ethical decision making, professional values, and compassion levels in nursing students.The hypotheses of the study are as follows:\n\nH1.1. There is a difference in ethical decision-making average scores between students who were applied the reflection method in ethics education and students in the control group.\n\nH1.2. There is a difference in professional values average scores between students who were applied the reflection method in ethics education and students in the control group.\n\nH1.3. There is a difference in compassion average scores between students who were applied the reflection method in ethics education and students in the control group.",[299,300,28],"Ethical Decision Making","Professional Values",[302,303,304,305,62,306],"reflective thinking","ethics teaching","ethical decision making","professional values","nursing students","2024-11-04",{"date":309,"type":33},"2024-11-05",{"date":311,"type":20},"2024-11-22",{"date":313,"type":20},"2025-03-31",{"name":315,"class":40},"Necmettin Erbakan University",{"id":317,"slug":318,"hasResults":11,"nctId":319,"briefTitle":320,"officialTitle":321,"acronym":4,"eligibilityCriteria":322,"healthyVolunteers":16,"sex":17,"minAge":151,"maxAge":323,"enrollmentInfo":324,"targetDuration":4,"studyType":21,"phases":326,"briefSummary":327,"conditions":328,"keywords":333,"overallStatus":65,"whyStopped":4,"lastUpdateSubmitDate":340,"lastUpdatePostDateStruct":341,"startDateStruct":343,"completionDateStruct":345,"leadSponsor":347,"locationsCount":41},"100430131","exploring-empathy-and-compassion-using-digital-narratives-100430131","NCT04881084","Exploring Empathy and Compassion Using Digital Narratives","Learning to Care: Exploring Empathy and Compassion Using Digital Narratives","Inclusion Criteria:\n\n* 18-35 years of age\n* Not currently admitted to a hospital\n\nExclusion Criteria:\n\n* Not in age range (18-35 years of age)\n* Currently admitted to a hospital\n* Attended the digital storytelling workshop and made a digital story used in the RCT","35 Years",{"count":325,"type":20},80,[23],"Stories of suffering and struggle are shared continuously through digital formats such as internet videos, news stories, social marketing, and fundraising campaigns. Digital stories are often created and shared to generate awareness about a problem, impart knowledge on contemporary issues, or promote compassion. The practice of sharing critical life events and insights provided by these experiences are valuable for tellers and the listeners alike for catharsis, healing, reconciliation, and connectiveness. Portrayals of mental suffering are a matter of cultural and social interest as new media products become available to the public. Studies published since the 1990s overwhelmingly conclude that formal media depictions are biased, promoting the stereotype that people who suffer emotionally are mentally ill, dangerous, violent, or insane. Various agencies, organizations, and corporations are actively working to provide alternative stories\u002Fnarratives to mainstream media by means of video testimonials in social marketing and fundraising campaigns and, ultimately, by taking advantage of the Internet. The impact of this work is under-researched. However, preliminary evaluations of social marketing campaigns report mixed results and raise questions about their effectiveness. As well, the first-person narrative prepared digitally and shared online is also providing alternative narratives to mainstream media stories. People are increasingly using digital videos to share their stories, viewing this as an opportunity to understand their emotions and thoughts, come to terms with disgrace around sensitive, personal issues and marginalization while providing hope and encouragement to others. This proposed study focuses on the process of creating digital narratives\u002Fstories, especially stories of mental and emotional suffering, and their impact in terms of inciting empathy, compassion, and good citizenship among viewers.",[329,330,331,28,332],"Mental Disorders, Severe","Mental Illness","Stigma, Social","Empathy",[334,335,336,337,338,339,330],"Digital Narratives","Digital Testimonials","Digital Stories","Social Marketing","Fundraising campaigns","Stigma","2024-07-25",{"date":342,"type":33},"2024-07-29",{"date":344,"type":33},"2024-04-01",{"date":346,"type":20},"2024-12-30",{"name":348,"class":40},"McGill University"]