---
title: Effectiveness of the Universal Prevention Program Super Skills for Life in Schools
nct_id: NCT06444581
overall_status: ACTIVE_NOT_RECRUITING
phase: NA
sponsor: Universidad Miguel Hernandez de Elche
study_type: INTERVENTIONAL
primary_condition: Social Skills
countries: Spain
canonical_url: "https://parkinsonspathways.com/agent/trials/NCT06444581.md"
clinicaltrials_gov: "https://clinicaltrials.gov/study/NCT06444581"
ct_last_update_post_date: 2024-12-09
last_seen_at: "2026-05-12T06:29:54.085Z"
source: ClinicalTrials.gov (mirrored, no enrichment)
---
# Effectiveness of the Universal Prevention Program Super Skills for Life in Schools

**Official Title:** Prevention of Emotional Problems in Spanish School Children Aged 8 to 12 Years Old: Evaluation of the Super Skills for Life Program

**NCT ID:** [NCT06444581](https://clinicaltrials.gov/study/NCT06444581)

## Key Facts

- **Status:** ACTIVE_NOT_RECRUITING
- **Phase:** NA
- **Study Type:** INTERVENTIONAL
- **Target Enrollment:** 1100
- **Lead Sponsor:** Universidad Miguel Hernandez de Elche
- **Conditions:** Social Skills, Perfectionism, Self Esteem, Positive Affect, Negative Affect, Emotion Regulation, Depressive Symptoms, Anxiety Symptoms, Mood Disorders, Emotional Intelligence
- **Start Date:** 2024-01-08
- **Completion Date:** 2025-05
- **CT.gov Last Update:** 2024-12-09

## Brief Summary

This study aims to evaluate the effectiveness of a 12-session cognitive-behavioral transdiagnostic protocol for Spanish children aged 8 to 12 within an educational context, Super Skills for Life. The program, designed to enhance emotional management and social interaction skills, will be delivered in a group format and supplemented with multimedia materials. The study will compare outcomes between an intervention group and a wait-list control group.

## Detailed Description

A 2 x 4 factorial design will be employed, with the intervention condition (intervention or waiting list) as the intergroup factor and the evaluation phase (pretest, posttest, 6-month follow-up, and 12-month follow-up) as the intragroup factor. Both parents and children will complete the same assessments at baseline, post-treatment, and follow-up stages. The researchers will analyze the changes in emotional and social variables from pre- to post-assessment in children who participate in the program.

## Eligibility

- **Minimum age:** 8 Years
- **Maximum age:** 12 Years
- **Sex:** ALL
- **Healthy Volunteers:** No

```
Inclusion Criteria:

* Children aged 8 to 12 years.
* Be Spanish-speaking.
* Accepting informed consent to participate in the study.

Exclusion Criteria:

* Intellectual disability, behavioral symptoms or autistic spectrum symptoms whose severity prevented the continuation of treatment.
* Current psychological or pharmacological treatment for anxiety and/or depression.
* Not accepting or revoking informed consent to participate in the study.
```

## Arms

- **Group experimental** (EXPERIMENTAL) — Super Skills intervention group: multimedia material version

The Super Skills program will be administered following the manual of the intervention by a trained therapist, as described in the section of intervention/ treatment and will be enriched with multimedia material that the implementer will project at various moments of the sessions.

Super Skills Structured and manualized intervention with a manual for the therapist and a workbook for the children. The intervention will be administered by Super Skills-trained clinical psychologists. Sessions will take place once a week for twelve weeks, with each session lasting approximately fifty minutes. The program includes emotional education and social skills training. These contents are learned through playful exercises, activities, readings and role-playing. The intervention modality will be face-to-face.
- **Group without any intervention** (NO_INTERVENTION) — Participants in the wait-list group will receive no psychological intervention during the twelve-week duration of the Super Skills program. Families will be informed that children in this group will receive the intervention once the posttest is completed.

## Interventions

- **Super Skills Schools** (BEHAVIORAL) — Super Skills Structured and manualized intervention with a manual for the therapist and a workbook for the children. The intervention will be administered by Super Skills-trained clinical psychologists. Sessions will take place once a week for twelve weeks, with each session lasting approximately fifty minutes. The program includes emotional education and social skills training. These contents are learned through playful exercises, activities, readings and role-playing. The intervention modality will be face-to-face.

## Primary Outcomes

- **Social Skills Questionnaire (SSQ) (Pupil Version)** _(time frame: Baseline)_ — SSQ (Pupil Version) is a social skills assessment measure that focuses on a wide range of social behaviors in children aged 8-18. Scoring the Social Skills Questionnaire (Youth): Scores are rated from 0 (Not true), through 1 (Sometimes true), to 2 (Mostly true). The total score is computed by adding up the scores (0, 1, 2) for each item. Total scores range from 0 to 60. Higher scores on this scale indicate higher social skills in children.
- **Social Skills Questionnaire (SSQ) (Pupil Version)** _(time frame: Immediately after the intervention)_ — SSQ (Pupil Version) is a social skills assessment measure that focuses on a wide range of social behaviors in children aged 8-18. Scoring the Social Skills Questionnaire (Youth): Scores are rated from 0 (Not true), through 1 (Sometimes true), to 2 (Mostly true). The total score is computed by adding up the scores (0, 1, 2) for each item. Total scores range from 0 to 60. Higher scores on this scale indicate higher social skills in children.
- **Social Skills Questionnaire (SSQ) (Pupil Version)** _(time frame: 6 months after the intervention)_ — SSQ (Pupil Version) is a social skills assessment measure that focuses on a wide range of social behaviors in children aged 8-18. Scoring the Social Skills Questionnaire (Youth): Scores are rated from 0 (Not true), through 1 (Sometimes true), to 2 (Mostly true). The total score is computed by adding up the scores (0, 1, 2) for each item. Total scores range from 0 to 60. Higher scores on this scale indicate higher social skills in children.
- **Social Skills Questionnaire (SSQ) (Pupil Version)** _(time frame: 12 months after the intervention)_ — SSQ (Pupil Version) is a social skills assessment measure that focuses on a wide range of social behaviors in children aged 8-18. Scoring the Social Skills Questionnaire (Youth): Scores are rated from 0 (Not true), through 1 (Sometimes true), to 2 (Mostly true). The total score is computed by adding up the scores (0, 1, 2) for each item. Total scores range from 0 to 60. Higher scores on this scale indicate higher social skills in children.
- **The Positive and Negative Affect Schedule for Children-Short Form (PANAS-C-SF)** _(time frame: Baseline)_ — PANAS-C-SF assesses two subscales in children aged 6 to 18 years: positive affect (joyful, lively, happy, energetic, and proud) and negative affect (angry, fearful/scared, afraid, and sad). Responses are rated on a 5-point Likert scale ranging from 1 (very slightly or never) to 5 (very much).
- **The Positive and Negative Affect Schedule for Children-Short Form (PANAS-C-SF)** _(time frame: Immediately after the intervention)_ — PANAS-C-SF assesses two subscales in children aged 6 to 18 years: positive affect (joyful, lively, happy, energetic, and proud) and negative affect (angry, fearful/scared, afraid, and sad). Responses are rated on a 5-point Likert scale ranging from 1 (very slightly or never) to 5 (very much).
- **The Positive and Negative Affect Schedule for Children-Short Form (PANAS-C-SF)** _(time frame: 6 months after the intervention)_ — PANAS-C-SF assesses two subscales in children aged 6 to 18 years: positive affect (joyful, lively, happy, energetic, and proud) and negative affect (angry, fearful/scared, afraid, and sad). Responses are rated on a 5-point Likert scale ranging from 1 (very slightly or never) to 5 (very much).
- **The Positive and Negative Affect Schedule for Children-Short Form (PANAS-C-SF)** _(time frame: 12 months after the intervention)_ — PANAS-C-SF assesses two subscales in children aged 6 to 18 years: positive affect (joyful, lively, happy, energetic, and proud) and negative affect (angry, fearful/scared, afraid, and sad). Responses are rated on a 5-point Likert scale ranging from 1 (very slightly or never) to 5 (very much).
- **Measured by the Cognitive Emotion Regulation Questionnaire (CERQ-k)** _(time frame: Baseline)_ — CERQ-k consists of 36 items that measure nine cognitive coping strategies. Each subscale represents one cognitive coping strategy: Self-blame, Other blame, Acceptance, Planning, Positive refocusing, Rumination or focus on thought, Positive reappraisal, Putting into perspective, and Catastrophizing. The response format of the items is a five-point scale from (almost) never to (almost) always. Each item is rated 1 to 5 points. Minimum value 36 and maximum value 180.
- **Measured by the Cognitive Emotion Regulation Questionnaire (CERQ-k)** _(time frame: Immediately after the intervention)_ — CERQ-k consists of 36 items that measure nine cognitive coping strategies. Each subscale represents one cognitive coping strategy: Self-blame, Other blame, Acceptance, Planning, Positive refocusing, Rumination or focus on thought, Positive reappraisal, Putting into perspective, and Catastrophizing. The response format of the items is a five-point scale from (almost) never to (almost) always. Each item is rated 1 to 5 points. Minimum value 36 and maximum value 180.
- **Measured by the Cognitive Emotion Regulation Questionnaire (CERQ-k)** _(time frame: 6 months after the intervention)_ — CERQ-k consists of 36 items that measure nine cognitive coping strategies. Each subscale represents one cognitive coping strategy: Self-blame, Other blame, Acceptance, Planning, Positive refocusing, Rumination or focus on thought, Positive reappraisal, Putting into perspective, and Catastrophizing. The response format of the items is a five-point scale from (almost) never to (almost) always. Each item is rated 1 to 5 points. Minimum value 36 and maximum value 180.
- **Measured by the Cognitive Emotion Regulation Questionnaire (CERQ-k)** _(time frame: 12 months after the intervention)_ — CERQ-k consists of 36 items that measure nine cognitive coping strategies. Each subscale represents one cognitive coping strategy: Self-blame, Other blame, Acceptance, Planning, Positive refocusing, Rumination or focus on thought, Positive reappraisal, Putting into perspective, and Catastrophizing. The response format of the items is a five-point scale from (almost) never to (almost) always. Each item is rated 1 to 5 points. Minimum value 36 and maximum value 180.
- **Baseline children's reported anxiety symptoms. Measured by Spence Children's Anxiety Scale Child Report Short (SCAS-C-8)** _(time frame: Baseline)_ — SCAS-C-8 measures symptoms severity of the DSMIV anxiety disorders in children. Symptom frequency is recorded on a 3-point Likert scale from 0 (never) to 3 (always). This yields a minimum possible score of 0 and a maximum possible score of 24. Higher scores indicating greater severity of symptoms.
- **Baseline children's reported anxiety symptoms. Measured by Spence Children's Anxiety Scale Child Report Short (SCAS-C-8)** _(time frame: Immediately after the intervention)_ — SCAS-C-8 measures symptoms severity of the DSMIV anxiety disorders in children. Symptom frequency is recorded on a 3-point Likert scale from 0 (never) to 3 (always). This yields a minimum possible score of 0 and a maximum possible score of 24. Higher scores indicating greater severity of symptoms.
- **Baseline children's reported anxiety symptoms. Measured by Spence Children's Anxiety Scale Child Report Short (SCAS-C-8)** _(time frame: 6 months after the intervention)_ — SCAS-C-8 measures symptoms severity of the DSMIV anxiety disorders in children. Symptom frequency is recorded on a 3-point Likert scale from 0 (never) to 3 (always). This yields a minimum possible score of 0 and a maximum possible score of 24. Higher scores indicating greater severity of symptoms.
- **Baseline children's reported anxiety symptoms. Measured by Spence Children's Anxiety Scale Child Report Short (SCAS-C-8)** _(time frame: 12 months after the intervention)_ — SCAS-C-8 measures symptoms severity of the DSMIV anxiety disorders in children. Symptom frequency is recorded on a 3-point Likert scale from 0 (never) to 3 (always). This yields a minimum possible score of 0 and a maximum possible score of 24. Higher scores indicating greater severity of symptoms.
- **Measured by Mood and Feelings Questionnaire - Short Version (MFQS)** _(time frame: Baseline)_ — It assess depressive symptoms experienced in the past two weeks. The MFQS provides an overall score (minimum value 0, maximum value 26). Higher scores indicate more severe symptoms.
- **Measured by Mood and Feelings Questionnaire - Short Version (MFQS)** _(time frame: Immediately after the intervention)_ — It assess depressive symptoms experienced in the past two weeks. The MFQS provides an overall score (minimum value 0, maximum value 26). Higher scores indicate more severe symptoms.
- **Measured by Mood and Feelings Questionnaire - Short Version (MFQS)** _(time frame: 6 months after the intervention)_ — It assess depressive symptoms experienced in the past two weeks. The MFQS provides an overall score (minimum value 0, maximum value 26). Higher scores indicate more severe symptoms.
- **Measured by Mood and Feelings Questionnaire - Short Version (MFQS)** _(time frame: 12 months after the intervention)_ — It assess depressive symptoms experienced in the past two weeks. The MFQS provides an overall score (minimum value 0, maximum value 26). Higher scores indicate more severe symptoms.
- **Baseline level of physical and emotional well-being reported by children as measured by the KidKINDL_children questionnaire.** _(time frame: Baseline)_ — The KidKINDL\_children measures assess physical and emotional well-being of children aged 7 to 13 years across six dimensions: physical well-being, psychological well-being, self-esteem, family, social relationships, and school. Children rate each item on a 5-point Likert scale: never (1), almost never (2), sometimes (3), almost always (4), and always (5). The total score is calculated by adding the scores for each dimension (range for each dimension: 4 to 20 points). Higher scores on each subscale and on the total scale indicate lower symptoms in children.
- **Level of physical and emotional well-being reported by children as measured by the KidKINDL_children questionnaire.** _(time frame: Immediately after the intervention)_ — The KidKINDL\_children measures assess physical and emotional well-being of children aged 7 to 13 years across six dimensions: physical well-being, psychological well-being, self-esteem, family, social relationships, and school. Children rate each item on a 5-point Likert scale: never (1), almost never (2), sometimes (3), almost always (4), and always (5). The total score is calculated by adding the scores for each dimension (range for each dimension: 4 to 20 points). Higher scores on each subscale and on the total scale indicate lower symptoms in children.
- **Level of physical and emotional well-being reported by children as measured by the KidKINDL_children questionnaire.** _(time frame: 6 months after the intervention)_ — The KidKINDL\_children measures assess physical and emotional well-being of children aged 7 to 13 years across six dimensions: physical well-being, psychological well-being, self-esteem, family, social relationships, and school. Children rate each item on a 5-point Likert scale: never (1), almost never (2), sometimes (3), almost always (4), and always (5). The total score is calculated by adding the scores for each dimension (range for each dimension: 4 to 20 points). Higher scores on each subscale and on the total scale indicate lower symptoms in children.
- **Level of physical and emotional well-being reported by children as measured by the KidKINDL_children questionnaire.** _(time frame: 12 months after the intervention)_ — The KidKINDL\_children measures assess physical and emotional well-being of children aged 7 to 13 years across six dimensions: physical well-being, psychological well-being, self-esteem, family, social relationships, and school. Children rate each item on a 5-point Likert scale: never (1), almost never (2), sometimes (3), almost always (4), and always (5). The total score is calculated by adding the scores for each dimension (range for each dimension: 4 to 20 points). Higher scores on each subscale and on the total scale indicate lower symptoms in children.
- **Self-Concept Form 5 (AF-5)** _(time frame: Baseline)_ — It measures global satisfaction with self-concept (minimum value 0 and maximum value 120) and five dimensions (minimum value 0 and maximum value 24): Social (performance in social relationships); Academic/Professional (student/worker role); Emotional (perception of emotional state in general and in specific situations); Family (participation and integration into the family unit); and Physical self-concept (appearance and physical condition). Higher scores indicate greater satisfaction with self-image.
- **Self-Concept Form 5 (AF-5)** _(time frame: Immediately after the intervention)_ — It measures global satisfaction with self-concept (minimum value 0 and maximum value 120) and five dimensions (minimum value 0 and maximum value 24): Social (performance in social relationships); Academic/Professional (student/worker role); Emotional (perception of emotional state in general and in specific situations); Family (participation and integration into the family unit); and Physical self-concept (appearance and physical condition). Higher scores indicate greater satisfaction with self-image.
- **Self-Concept Form 5 (AF-5)** _(time frame: 6 months after the intervention)_ — It measures global satisfaction with self-concept (minimum value 0 and maximum value 120) and five dimensions (minimum value 0 and maximum value 24): Social (performance in social relationships); Academic/Professional (student/worker role); Emotional (perception of emotional state in general and in specific situations); Family (participation and integration into the family unit); and Physical self-concept (appearance and physical condition). Higher scores indicate greater satisfaction with self-image.
- **Self-Concept Form 5 (AF-5)** _(time frame: 12 months after the intervention)_ — It measures global satisfaction with self-concept (minimum value 0 and maximum value 120) and five dimensions (minimum value 0 and maximum value 24): Social (performance in social relationships); Academic/Professional (student/worker role); Emotional (perception of emotional state in general and in specific situations); Family (participation and integration into the family unit); and Physical self-concept (appearance and physical condition). Higher scores indicate greater satisfaction with self-image.

## Secondary Outcomes

- **The Child-Adolescent Perfectionism Scale (CAPS-S)** _(time frame: Baseline)_
- **The Child-Adolescent Perfectionism Scale (CAPS-S)** _(time frame: Immediately after the intervention)_
- **The Child-Adolescent Perfectionism Scale (CAPS-S)** _(time frame: 6 months after the intervention)_
- **The Child-Adolescent Perfectionism Scale (CAPS-S)** _(time frame: 12 months after the intervention)_
- **Baseline level of physical and emotional well-being reported by parents as measured by the Kid_KiddoKINDL-R questionnaire** _(time frame: Baseline)_
- **Level of physical and emotional well-being reported by parents immediately after the intervention measured by the Kid_KiddoKINDL-R questionnaire** _(time frame: Immediately after the intervention)_
- **Level of physical and emotional well-being reported by parents 6 months after the intervention measured by the Kid_KiddoKINDL-R questionnaire** _(time frame: 6 months after the intervention)_
- **. Level of physical and emotional well-being reported by parents at 12 months measured by the Kid_KiddoKINDL-R questionnaire** _(time frame: 12 months after the intervention)_

## Locations (1)

- Department of Health Psychology. Miguel Hernandez University of Elche, Elche, Alicante, Spain

## Recent Field Changes (last 30 days)

- `status.lastUpdatePostDate` — added _(2026-05-12)_
- `design.phases` — added _(2026-05-12)_
- `design.enrollmentCount` — added _(2026-05-12)_
- `status.overallStatus` — added _(2026-05-12)_
- `status.primaryCompletionDate` — added _(2026-05-12)_
- `status.completionDate` — added _(2026-05-12)_
- `eligibility.criteria` — added _(2026-05-12)_
- `eligibility.minAge` — added _(2026-05-12)_
- `eligibility.maxAge` — added _(2026-05-12)_
- `eligibility.sex` — added _(2026-05-12)_
- `outcomes.primary` — added _(2026-05-12)_
- `outcomes.secondary` — added _(2026-05-12)_
- `armsInterventions.arms` — added _(2026-05-12)_
- `armsInterventions.interventions` — added _(2026-05-12)_
- `sponsor.lead` — added _(2026-05-12)_
- `results.hasResults` — added _(2026-05-12)_
- `locations.department of health psychology. miguel hernandez university of elche|elche|alicante|spain` — added _(2026-05-12)_

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