[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-studies-list:{\"conditionNormalized\":\"problem-solving\",\"overallStatus\":[\"RECRUITING\",\"AVAILABLE\",\"NOT_YET_RECRUITING\"],\"orderBy\":\"LastUpdateSubmitDate:desc\",\"size\":25,\"offset\":0}":3,"health-study-condition:problem-solving":30},{"pageToken":4,"total":5,"offset":6,"count":5,"results":7},null,4,0,[8,52,86,122],{"id":9,"slug":10,"hasResults":11,"nctId":12,"briefTitle":13,"officialTitle":13,"acronym":4,"eligibilityCriteria":14,"healthyVolunteers":15,"sex":16,"minAge":17,"maxAge":18,"enrollmentInfo":19,"targetDuration":4,"studyType":22,"phases":23,"briefSummary":25,"conditions":26,"keywords":32,"overallStatus":39,"whyStopped":4,"lastUpdateSubmitDate":40,"lastUpdatePostDateStruct":41,"startDateStruct":44,"completionDateStruct":46,"leadSponsor":48,"locationsCount":51},"100615517","identifying-the-neural-correlates-of-mental-simulation-in-multi-step-planning-100615517",false,"NCT07293637","Identifying the Neural Correlates of Mental Simulation in Multi-Step Planning","Inclusion Criteria:\n\n* N\u002FA\n\nExclusion Criteria:\n\n* History of neurological or psychiatric illness\n* Vulnerable populations",true,"ALL","18 Years","64 Years",{"count":20,"type":21},50,"ESTIMATED","INTERVENTIONAL",[24],"NA","Planning is the ability to think ahead by considering possible future actions and their consequences. This research study aims to understand how the brain supports multi-step planning by testing whether people simulate promising future move sequences while deciding what to do next. Healthy adult volunteers will learn and play a strategy game called \"Four-in-a-Row\" (similar to Connect Four). Participants will complete two sessions on successive days: an online behavioral training\u002Fplaying session and an in-person brain-recording session at New York University. During the brain-recording session, participants will view mid-game board positions and choose the best move while the study team records brain activity (using magnetoencephalography \\[MEG\\] or functional MRI \\[fMRI\\]) and eye movements. Data from the game and eye tracking will also be used to fit computational models of planning that help interpret the neural measurements.",[27,28,29,30,31],"Decision Making","Cognition","Mental Simulation","Problem Solving","Planning",[33,31,34,35,36,37,38],"Four-in-a-Row","Tree search","Computational modeling","Eye tracking","MEG","fMRI","RECRUITING","2026-01-07",{"date":42,"type":43},"2026-01-08","ACTUAL",{"date":45,"type":43},"2025-07-10",{"date":47,"type":21},"2026-12",{"name":49,"class":50},"New York University","OTHER",1,{"id":53,"slug":54,"hasResults":11,"nctId":55,"briefTitle":56,"officialTitle":57,"acronym":58,"eligibilityCriteria":59,"healthyVolunteers":15,"sex":16,"minAge":17,"maxAge":60,"enrollmentInfo":61,"targetDuration":4,"studyType":22,"phases":63,"briefSummary":64,"conditions":65,"keywords":70,"overallStatus":76,"whyStopped":4,"lastUpdateSubmitDate":77,"lastUpdatePostDateStruct":78,"startDateStruct":80,"completionDateStruct":82,"leadSponsor":84,"locationsCount":51},"100619327","act-based-psychoeducation-for-youth-with-social-media-addiction-100619327","NCT07343180","ACT-Based Psychoeducation for Youth With Social Media Addiction","The Effect of Acceptance and Commitment Therapy-Based Psychoeducation on Self-Esteem and Interpersonal Problem-Solving Skills in Youth With Social Media Addiction","ACT-SM","Inclusion Criteria:\n\n* Voluntary participation in the study.\n* Age between 18 and 30 years.\n* Social Media Addiction Scale - Adult Form (SMAS-AF) item average score of 4 or higher.\n\nExclusion Criteria:\n\n* Hearing or speech impairments that would prevent completing the surveys.\n* Currently participating in a similar psychoeducational program.\n* Receiving treatment for any psychiatric disorder at the time of the study.\n\nWithdrawal Criteria:\n\n* Missing two consecutive sessions\n* Disruptive behavior\n* Non-compliance with group rules\n* Failure to complete session assignments","30 Years",{"count":62,"type":21},74,[24],"While social media offers opportunities for connection and self-expression, it also brings significant challenges, particularly social media addiction, characterized by excessive and uncontrolled use. Although not officially recognized as a diagnostic category, its inclusion among behavioral addictions reflects its growing impact on mental health. Social media addiction may lead to psychological symptoms such as family and social conflicts, stress due to unmet responsibilities, anxiety, and irritability. This problem has become especially critical among young people. A 2025 meta-analysis found the prevalence of social media addiction among university students to be 18.4% and reported negative effects on academic achievement. Research also shows that social media addiction is associated with decreased self-esteem, emotion regulation difficulties, and dysfunctional interpersonal relationships. Social comparison tendencies and idealized digital identity presentations further harm young individuals' self-perceptions, contributing to low self-esteem and social anxiety.\n\nInterpersonal difficulties experienced in relationships are defined as \"interpersonal problems,\" while the cognitive-behavioral processes used to resolve these difficulties are called \"interpersonal problem solving.\" These skills are essential for effective conflict resolution, social adaptation, relationship quality, and overall well-being. Social media shapes both the emergence and resolution of interpersonal problems; however, current knowledge in this area is limited. Excessive use contributes to interpersonal conflicts, deterioration of relationships, and reduced face-to-face communication. Thus, social media addiction may impair interpersonal problem-solving skills by disrupting daily functioning.\n\nAlthough the literature includes correlational studies on social media addiction, self-esteem, and interpersonal functioning, research testing Acceptance and Commitment Therapy (ACT)-based psychoeducation remains scarce. This study offers a theoretical contribution by applying a third-wave therapy approach to the psychosocial challenges of the digital age. It aims to evaluate the effects of an ACT-based psychoeducation program developed for young individuals with social media addiction on self-esteem and interpersonal problem-solving skills. Given the limited number of such programs in Türkiye, this study is original and aims to fill an important gap in the literature.",[66,67,68,69],"Social Media Addiction","Self Esteem","Interpersonal Problem","Problem-solving",[66,71,72,73,74,75],"Acceptance and Commitment Therapy (ACT)","Psychoeducation","Interpersonal Problem-Solving","Self-Esteem","Behavioral Addiction","NOT_YET_RECRUITING","2026-01-06",{"date":79,"type":43},"2026-01-15",{"date":81,"type":21},"2026-01-10",{"date":83,"type":21},"2026-06-30",{"name":85,"class":50},"Kahramanmaras Sutcu Imam University",{"id":87,"slug":88,"hasResults":11,"nctId":89,"briefTitle":90,"officialTitle":91,"acronym":4,"eligibilityCriteria":92,"healthyVolunteers":15,"sex":16,"minAge":4,"maxAge":4,"enrollmentInfo":93,"targetDuration":4,"studyType":22,"phases":95,"briefSummary":96,"conditions":97,"keywords":103,"overallStatus":76,"whyStopped":4,"lastUpdateSubmitDate":113,"lastUpdatePostDateStruct":114,"startDateStruct":116,"completionDateStruct":118,"leadSponsor":120,"locationsCount":4},"100611065","the-effect-of-laughter-yoga-on-individual-and-organizational-outcomes-in-nurse-managers-100611065","NCT07235735","The Effect of Laughter Yoga on Individual and Organizational Outcomes in Nurse Managers","The Effect of Laughter Yoga on Individual and Organizational Outcomes in Nurse Managers: A Longitudinal Study","Inclusion Criteria:\n\n* Currently working as a nurse manager\n* Having at least six months of managerial experience\n* Continuing to serve as a nurse manager throughout the study period\n\nExclusion Criteria:\n\n* Having previously received laughter yoga training\n* Use of medications affecting general health components during the study (e.g., for depression, anxiety)\n* Being pregnant\n* Experiencing an acute stressful life event, such as the death of a close relative\n* Having undergone abdominal surgery within the past 6 months",{"count":94,"type":21},80,[24],"The goal of this clinical trial is to learn if laughter yoga can improve both individual and organizational outcomes in nurse managers. The main questions it aims to answer are:\n\n* Does laughter yoga lower burnout and stress levels in nurse managers?\n* Does laughter yoga improve work-life quality and job performance?\n* Does laughter yoga help nurse managers make better decisions and solve problems more effectively?\n* Does laughter yoga lower compassion fatigue and support positive approaches to workplace conflict? Researchers will compare a laughter yoga group with a control group to see if there are meaningful differences.\n\nParticipants will:\n\n* Join structured laughter yoga sessions for a defined period (weekly sessions).\n* Complete surveys before and after the program about stress, burnout, work-life quality, decision-making, problem solving, job performance, compassion fatigue, and conflict approaches.\n* Continue their usual work while attending sessions.",[98,99,100,101,27,30,102],"Burnout, Professional","Stress, Psychological","Compassion Fatigue","Quality of Life","Work Performance",[104,105,106,107,108,27,30,109,100,110,111,112],"Nurse Managers","Laughter Yoga","Burnout","Stress","Work-Life Balance","Job Performance","Conflict Management","Organizational Outcomes","Professional Development","2025-11-17",{"date":115,"type":43},"2025-11-19",{"date":117,"type":21},"2025-12-11",{"date":119,"type":21},"2026-03-17",{"name":121,"class":50},"Zonguldak Bulent Ecevit University",{"id":123,"slug":124,"hasResults":11,"nctId":125,"briefTitle":126,"officialTitle":127,"acronym":4,"eligibilityCriteria":128,"healthyVolunteers":15,"sex":16,"minAge":17,"maxAge":129,"enrollmentInfo":130,"targetDuration":4,"studyType":22,"phases":132,"briefSummary":133,"conditions":134,"keywords":137,"overallStatus":76,"whyStopped":4,"lastUpdateSubmitDate":142,"lastUpdatePostDateStruct":143,"startDateStruct":145,"completionDateStruct":147,"leadSponsor":149,"locationsCount":51},"100566109","simulation-based-child-and-family-communication-practice-100566109","NCT06650904","Simulation Based Child and Family Communication Practice","The Effect of Simulation-Based Child and Family Communication Practice on Pediatric Nurses' Communication and Problem-Solving Skills","Inclusion Criteria:\n\n* Providing care to a pediatric patient\n* Agreeing to participate in the study\n\nExclusion Criteria:\n\n* Nurses who want to withdraw from the study\n* Nurses who have not completed all modules","50 Years",{"count":131,"type":21},48,[24],"The use of simulation-based methods in training pediatric nurses plays an important role in improving their communication skills. In this context, the aim of the research is to develop a simulation-based child and family communication training program. The study aims to evaluate the effect of this communication practice on the communication and problem-solving skills of pediatric nurses. The research is designed as a quasi-experimental study. The study sample will consist of 48 nurses working in pediatric clinics. The nurses, who will receive information about the simulation laboratory, will be divided into groups of 3, and the application will be conducted using a semi-structured scenario in the simulation laboratory. The application will be recorded on video, and feedback will be provided through debriefing sessions based on these recordings. A descriptive data form, a simulation self-assessment scale, a communication skills inventory, and an adult problem-solving scale will be used for data collection. Data will be collected before the application, and at the 1st week and 1st month after the application. As a result of the research, it is aimed to adapt the simulation-based communication skills given to pediatric nurses to the clinical environment.\n\nQuestions of the study;\n\nPediatric nurses before and 1 week and 1 month after simulation-based child and family practice:\n\nIs there a difference between the mean scores of the Communication Skills Inventory? Is there a difference between the mean scores of the Problem Solving Inventory?\n\nPediatric nurses 1 week and 1 month after simulation-based child and family practice:\n\nIs there a difference between the mean scores of the Simulation Self-Assessment Scale?",[135,136,30],"Pediatric Nursing","Communication",[138,139,140,141],"pediatric nursing","communication","problem-solving","simulation","2024-10-18",{"date":144,"type":43},"2024-10-21",{"date":146,"type":21},"2024-11-01",{"date":148,"type":21},"2025-02-01",{"name":150,"class":50},"Gazi University"]