[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-studies-list:{\"conditionNormalized\":\"parental-stress\",\"overallStatus\":[\"RECRUITING\",\"AVAILABLE\",\"NOT_YET_RECRUITING\"],\"orderBy\":\"LastUpdateSubmitDate:desc\",\"size\":25,\"offset\":0}":3,"health-study-condition:parental-stress":27},{"pageToken":4,"total":5,"offset":6,"count":5,"results":7},null,5,0,[8,57,92,121,143],{"id":9,"slug":10,"hasResults":11,"nctId":12,"briefTitle":13,"officialTitle":13,"acronym":4,"eligibilityCriteria":14,"healthyVolunteers":11,"sex":15,"minAge":16,"maxAge":4,"enrollmentInfo":17,"targetDuration":4,"studyType":20,"phases":21,"briefSummary":23,"conditions":24,"keywords":29,"overallStatus":44,"whyStopped":4,"lastUpdateSubmitDate":45,"lastUpdatePostDateStruct":46,"startDateStruct":49,"completionDateStruct":51,"leadSponsor":53,"locationsCount":56},"100634594","developing-and-testing-a-preventive-primary-care-parenting-intervention-to-strengthen-parent-infant-co-regulation-in-families-experiencing-early-regulatory-difficulties-100634594",false,"NCT07541716","Developing and Testing a Preventive Primary Care Parenting Intervention to Strengthen Parent-Infant Co-Regulation in Families Experiencing Early Regulatory Difficulties","Inclusion Criteria:\n\n* Parent (or primary caregiver) of an infant aged approximately 3 months at enrollment.\n* Aged 18 years or older.\n* One parent has completed the brief screening questionnaire and scored above a predefined cutoff indicating elevated levels of infant regulatory problems and eligibility for the intervention.\n\nExclusion Criteria:\n\n* Insufficient proficiency in Dutch to understand study materials or participate in intervention sessions\n* No access to the internet or a compatible device required to use the mobile application","ALL","18 Years",{"count":18,"type":19},200,"ESTIMATED","INTERVENTIONAL",[22],"NA","The goal of this randomized controlled trial is to evaluate the effectiveness of a structured parenting support program for families with young infants experiencing early regulatory difficulties. Participants are families with infants approximately 3 months of age who score above a predefined threshold on a screening questionnaire assessing early regulatory problems.\n\nThe main questions this study aims to answer are:\n\n* Does participation in the parenting support program reduce parental stress and improve parental self-efficacy from baseline to post-intervention?\n* Does the intervention reduce infant regulatory problems (e.g., excessive crying, feeding difficulties, and sleep problems) at 6-month follow-up (i.e., when the child is approximately 12 months old)?\n\nResearchers will compare families receiving the structured parenting support program to families receiving usual care to evaluate the effects of the intervention.\n\nParticipants will complete questionnaires when the infant is approximately 3-4 months old (baseline), around 6 months of age (post-intervention), and follow-up assessments will be conducted when the child is approximately 9 and 12 months old.\n\nIf assigned to the intervention group, participants will attend one individual session and five group sessions led by trained psycho-educators and receive access to psycho-educational content through a mobile application.",[25,26,27,28],"Infant Regulatory Problems","Regulatory Problems in Infancy","Parental Stress","Parental Self-efficacy",[30,31,32,33,34,35,36,37,38,39,40,41,42,43],"Early infancy","Infant regulatory problems","Parental well-being","Parenting support","Behavioral intervention","Family intervention","Parent-infant relationship","Randomized controlled trial","Psychoeducation","Regulatory problems in infancy","Infant mental health","Parent-infant mental health","Parental stress","Parental self-efficacy","RECRUITING","2026-06-05",{"date":47,"type":48},"2026-06-09","ACTUAL",{"date":50,"type":48},"2026-05-06",{"date":52,"type":19},"2027-07",{"name":54,"class":55},"Universiteit Antwerpen","OTHER",1,{"id":58,"slug":59,"hasResults":11,"nctId":60,"briefTitle":61,"officialTitle":61,"acronym":62,"eligibilityCriteria":63,"healthyVolunteers":64,"sex":65,"minAge":16,"maxAge":4,"enrollmentInfo":66,"targetDuration":4,"studyType":20,"phases":68,"briefSummary":69,"conditions":70,"keywords":77,"overallStatus":44,"whyStopped":4,"lastUpdateSubmitDate":82,"lastUpdatePostDateStruct":83,"startDateStruct":85,"completionDateStruct":87,"leadSponsor":89,"locationsCount":91},"100599326","enhancing-preschool-childrens-attention-and-behaviour-parent-focused-program-100599326","NCT07083037","Enhancing Preschool Children's Attention and Behaviour: Parent-Focused Program","BRIDGE-McGill","Inclusion Criteria:\n\nBRIDGE Therapy Group:\n\nParticipants are deemed eligible for the BRIDGE therapy group if they meet the following criteria:\n\n1. Above the age of 18.\n2. Self-identify as a mother of a child between the age of 3-7 years old.\n3. Currently living in Quebec, Ontario, or Manitoba\n4. Fluency in English.\n5. Mothers must have clinically significant symptoms of depression (mild to moderate on the Patient Health Questionnaire and indicate symptoms to \"somewhat cause difficulties\") currently affecting them. Participants also need to report symptoms of depression during pregnancy or shortly after birth.\n6. Their child has attention and\u002For behavior problems (T-score \\> 65 on the Child Behavior Checklist (CBCL) ADHD subscales) or confirmed attention and\u002For behavior problems through clinical interview.\n\nControl Group:\n\nParticipants are deemed eligible for the Control group if they meet the following criteria:\n\n1. Above the age of 18\n2. Self-identify as a mother of a child between the age of 3-7 years old\n3. Currently living in Quebec, Ontario, or Manitoba\n4. Fluency in English or bilingual\n5. Mothers must NOT have clinically significant symptoms of depression (mild to moderate on the Patient Health Questionnaire)\n6. Their child DOES NOT have attention and\u002For behavior problems (T-score \\> 65 on the Child Behavior Checklist (CBCL) ADHD subscales).\n\nExclusion Criteria:\n\nBRIDGE Therapy Group:\n\nParticipants were excluded if they A) did not meet the inclusion criteria listed above or B) were unable to attend the weekly BRIDGE group therapy sessions.\n\nFurthermore, eligible participants were invited to complete a semi-structured intake interview with principal investigator (PI) Dr. Tasmia Hai or a graduate student trainee under Dr. Hai's supervision, during which further questions about their mental health and child behavior were asked to ensure their eligibility. Based on the clinical suitability interview, participants may be excluded if they are deemed to be ineligible based on A) the mother's absence of clinically significant mental health symptoms, and\u002For B) the child's absence of attention and\u002For behavior problems. When relevant, participants may be identified to participate in the control group instead if eligibility is met.\n\nControl Group:\n\nParticipants were excluded if they did not meet the inclusion criteria listed above. Furthermore, eligible participants were invited to complete a semi-structured intake interview with principal investigator (PI) Dr. Tasmia Hai, during which further questions about their mental health and child behavior were asked to ensure their eligibility. Based on the clinical suitability interview, participants may be excluded if they are deemed to be ineligible based on a) the mother's presence of clinically significant mental health symptoms, and\u002For B) the child's presence of attention and\u002For behavior problems. When relevant, participants may be identified to participate in the BRIDGE therapy group instead if eligibility is met.",true,"FEMALE",{"count":67,"type":19},60,[22],"This study aims to evaluate the feasibility and efficacy of the Building Regulation in Dual Generations (BRIDGE) program for caregivers with significant mental health concerns and preschool and young children (3-7 years old) with elevated attention and\u002For behavior problems. The BRIDGE program focuses on supporting parental psychological distress and improving young children's self-regulation (SR), thereby reducing their attention and behavior problems. The long-term goal of this work is to improve family well-being and social-emotional development for young children by implementing an accessible and scalable dual-regulation program. The investigators will achieve this through the following key objectives:\n\n1. Assess the feasibility and accessibility of BRIDGE for preschool and young children (3-7 years old) with significant attention and behavior programs through questionnaires asking about attendance, satisfaction, and unmet needs.\n2. Examine the efficacy of BRIDGE compared to control group at improving maternal mental health and child attention and behavioral difficulties in young children (primary outcomes). The investigators will also examine parenting stress (secondary outcome).\n3. Identify predictors of academic readiness skills in preschool and young children. The investigators hypothesize that an increase in parental and child emotion-regulation skills and reduced attention, as well as behavioral problems, will lead to increased pre-academic skills in children.",[71,72,73,74,75,76,27],"Maternal Depression","Self-Regulation, Emotion","Child Mental Disorder","Child Development","Attention Problems","Behaviour Problems",[78,79,80,81],"maternal depression","child attention problems","child behaviour problems","parental stress","2026-04-02",{"date":84,"type":48},"2026-04-08",{"date":86,"type":48},"2025-02-01",{"date":88,"type":19},"2027-08-31",{"name":90,"class":55},"McGill University",2,{"id":93,"slug":94,"hasResults":11,"nctId":95,"briefTitle":96,"officialTitle":97,"acronym":4,"eligibilityCriteria":98,"healthyVolunteers":11,"sex":65,"minAge":16,"maxAge":4,"enrollmentInfo":99,"targetDuration":4,"studyType":20,"phases":101,"briefSummary":102,"conditions":103,"keywords":106,"overallStatus":44,"whyStopped":4,"lastUpdateSubmitDate":112,"lastUpdatePostDateStruct":113,"startDateStruct":115,"completionDateStruct":117,"leadSponsor":119,"locationsCount":56},"100503054","mother-infant-bonding-in-the-brain-a-mindfulness-based-intervention-100503054","NCT05830266","Mother-infant Bonding in the Brain: a Mindfulness-based Intervention","Mother-infant Bonding in the Brain: Promoting Maternal Mental Health and High-quality Mother-infant Interactions Via a Mindfulness-based Intervention","Inclusion Criteria:\n\n* Pregnant women (18+y).\n* First antenatal visit \\\u003C 12 weeks.\n* Score above cut off on the Edinburgh Postnatal Depression Scale (EPDS), the anxiety subscale of the Symptom Checklist (SCL-90) and\u002For the Parental Stress Questionnaire (PSQ) at 8-10 weeks postpartum.\n* Dutch-speaking or understanding Dutch.\n\nExclusion Criteria:\n\n* Gemelli pregnancy (or higher order pregnancy).\n* Known endocrine disorder before pregnancy (diabetes-I, Rheumatoid arthritis).\n* Severe psychiatric disease (schizophrenia, borderline or bipolar disorder).\n* HIV.\n* Drug or alcohol addiction problems.\n* Any other disease resulting in treatment with drugs that are potentially adverse for the fetus and need careful follow-up during pregnancy.\n* No access to the internet.",{"count":100,"type":19},64,[22],"The study investigates the effectiveness of the mindfulness-based intervention \"Mindful with your Baby\" in women with babies between 5-9 months postpartum who experience heightened levels of postpartum depression, anxiety and\u002For parental stress. The intervention \"Mindful with your Baby\" is one of the very few interventions for maternal postnatal mental health issues that takes the bond between mother and infant into account. It is hypothesized that the \"Mindful with your Baby\" intervention will reduce levels of postpartum depression, anxiety and parental stress, and improve mother-infant behavioral interaction and increase neural synchrony between mother and infant brains.",[104,105,27],"Postpartum Depression","Postpartum Anxiety",[107,108,42,109,110,111],"Postpartum depression","Postpartum anxiety","Mindfulness","Mindful with your baby","Mother-infant interaction","2025-09-15",{"date":114,"type":48},"2025-09-19",{"date":116,"type":48},"2023-07-01",{"date":118,"type":19},"2026-09",{"name":120,"class":55},"Tilburg University",{"id":122,"slug":123,"hasResults":11,"nctId":124,"briefTitle":125,"officialTitle":125,"acronym":4,"eligibilityCriteria":126,"healthyVolunteers":64,"sex":65,"minAge":16,"maxAge":127,"enrollmentInfo":128,"targetDuration":4,"studyType":20,"phases":130,"briefSummary":131,"conditions":132,"keywords":4,"overallStatus":44,"whyStopped":4,"lastUpdateSubmitDate":134,"lastUpdatePostDateStruct":135,"startDateStruct":137,"completionDateStruct":139,"leadSponsor":141,"locationsCount":56},"100602483","the-effect-of-a-micro-appreciation-intervention-three-things-journal-application-on-caregiver-burden-family-functioning-and-happiness-levels-for-mothers-of-children-with-autism-spectrum-disorder-100602483","NCT07124091","The Effect of a Micro-Appreciation Intervention (Three-Things Journal Application) on Caregiver Burden, Family Functioning, and Happiness Levels for Mothers of Children With Autism Spectrum Disorder","Inclusion Criteria\n\n* Age 18 years or older\n* Willing to participate in the study\n* Able to read and understand Turkish\n* Being a mother of a child with special needs\n\nExclusion Criteria:\n\n* Younger than 18 years\n* Unwilling to participate in the study\n* Unable to read or understand Turkish\n* Not having a child with special needs","75 Years",{"count":129,"type":19},126,[22],"Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder in which individuals experience significant difficulties in social interaction, communication, and repetitive behaviors. Families of children with ASD, especially mothers, face a high level of physical, emotional, and psychological caregiving burden while trying to adapt to their children's developmental needs. Constant caregiving responsibilities increase the risk of burnout, stress, and depression in mothers, while also negatively impacting family functioning and life satisfaction. Mothers of children with ASD require greater emotional resilience, self-regulation, and social support than those in traditional parenting roles.\n\nIn this context, interventions that support psychological well-being offer important strategies that can help mothers cope with the burden of care. In recent years, positive psychology-based interventions have been shown to positively contribute to individuals' mental health and are effective in increasing subjective well-being. Positive psychology approaches help individuals recognize and focus on the positive aspects of their lives, reducing stress levels and increasing psychological resilience. One such approach, micro-appreciation interventions, aims to increase individuals' positive emotional experiences by consciously focusing on small but significant positive events they encounter in their daily lives. Micro-appreciation interventions change individuals' perceptual frameworks, encouraging them to focus on positive moments instead of negative experiences. Such interventions stand out as an effective method for reducing the psychological and physiological effects of stress, increasing positive emotions, and improving overall life satisfaction.\n\nOne micro-appreciation intervention, the \"Three Things Journal,\" is a simple yet effective strategy that involves individuals writing down three positive events they appreciate in their lives each day. Research has shown that this practice is effective in increasing individuals' awareness of positive experiences, reducing levels of depression and anxiety, and increasing subjective well-being. Regularly experiencing positive emotions strengthens individuals' ability to cope with challenges and increases their psychological resilience and optimism. Especially for individuals under intense stress, such small but regular practices can yield greater psychological benefits in the long term.",[133,27],"Autism Spectrum Disorder","2025-08-12",{"date":136,"type":48},"2025-08-15",{"date":138,"type":48},"2025-05-30",{"date":140,"type":19},"2025-08-30",{"name":142,"class":55},"Cukurova University",{"id":144,"slug":145,"hasResults":11,"nctId":146,"briefTitle":147,"officialTitle":148,"acronym":4,"eligibilityCriteria":149,"healthyVolunteers":11,"sex":15,"minAge":16,"maxAge":4,"enrollmentInfo":150,"targetDuration":4,"studyType":20,"phases":152,"briefSummary":153,"conditions":154,"keywords":4,"overallStatus":44,"whyStopped":4,"lastUpdateSubmitDate":160,"lastUpdatePostDateStruct":161,"startDateStruct":163,"completionDateStruct":164,"leadSponsor":166,"locationsCount":91},"100595544","acceptance-and-commitment-therapy-based-intervention-for-parents-of-a-child-with-medical-complexity-100595544","NCT07033832","Acceptance and Commitment Therapy-based Intervention for Parents of a Child With Medical Complexity","Acceptance and Commitment Therapy-based Intervention to Decrease Psychological Symptoms and Increase Psychological Flexibility for Parents of a Child With Medical Complexity: a Pilot Randomization-controlled Trial.","Inclusion Criteria:\n\n* parent of a child with medical complexity aged 1-18\n* able to communicate in Chinese and read Chinese\n* willing to participate in face-to-face activities\n\nExclusion Criteria:\n\n* a reported mental health disorder\n* engaging in other psychosocial educational programs related to stress reduction\n* inability to communicate in Cantonese",{"count":151,"type":19},30,[22],"A pilot randomized controlled trial of an Acceptance and Commitment Therapy-based intervention will be conducted to decrease psychological symptoms, while increase psychological flexibility for parents of a child with medical complexity during their difficulties.",[155,156,157,158,159,27],"Acceptance and Commitment Therapy","Child With Medical Complexity","Psychological Flexibility","Randomised Controlled Trial","Depression, Anxiety","2025-07-02",{"date":162,"type":48},"2025-07-08",{"date":160,"type":48},{"date":165,"type":19},"2026-06-30",{"name":167,"class":55},"The Hong Kong Polytechnic University"]