Feasibility and Potential Efficacy of an Ecological Momentary Intervention for Training Acceptance and Problem Solving in Young People

Abstract Purpose Emotion regulation (ER) plays a relevant role in internalizing disorders, therapeutic interventions and treatment approaches. Training individuals in functional ER strategies may contribute to improved mental health outcomes. Digital interventions, such as ecological momentary interventions (EMI), have the potential to facilitate the transfer of ER skills into daily life. This study investigated the feasibility and potential efficacy of an EMI designed to train young people in acceptance and problem-solving strategies based on the perceived controllability of experienced situations in everyday contexts. The goal is to evaluate whether the EMI leads to increased acceptance and problem solving, a reduction in dysfunctional ER strategies and negative affect, and decreased ER difficulties and internalizing symptoms. Methods The participants ( N = 66, 14–21 years) were randomly assigned to either an intervention or a control group. Outcome measures were assessed via ecological momentary assessment before and after the intervention, with 5 assessments for 3 days each (from Thursday to Saturday), as were cross-sectional questionnaires. Results The intervention group did not report using more acceptance and problem solving, fewer dysfunctional strategies or negative affect. Internalizing symptoms and ER difficulties did not improve. Perceived controllability was not associated with acceptance or problem solving. Conclusion The findings contribute to considerations regarding the feasibility and acceptability of EMIs and provide valuable insights for future research on low-threshold, stand-alone interventions aimed at enhancing ER and mental health.