LEARNING AND DECISION-MAKING STUDIES
Ethics Approval Reference: R79042/RE001

LEARNING AND DECISION-MAKING STUDIES
Ethics Approval Reference: R79042/RE001

PARENT/GUARDIAN CONSENT FORM

Decision making strategies in children and adolescents
Participants must consent to all of the below statements (by checking the box next to each statement) in order to proceed with the study. If you do not wish to consent to participate, you may exit the study now or at any time by closing your browser tab. Your data will only be stored if you choose to submit it at the end of the study.

I have read and understood the details of the above study, and have had the opportunity to ask questions and discuss the study with others. I have received satisfactory answers to my questions.
I understand that the project has received ethics clearance through the University of Oxford's ethical approval process for research involving human participants,
I understand who will have access to the data, how it will be stored and what will happen to the data at the end of the study.
I understand that participation is voluntary and that my child and I are free to withdraw at any time, without giving any reason and without my child's education being affected in any way.
I understand how to raise a concern or make a complaint.

Please click here to give your child the opportunity to assent to participation in the study and begin the task.

LEARNING AND DECISION-MAKING STUDIES
Ethics Approval Reference: R79042/RE001

CONSENT FOR INDIVIDUALS OVER 16 YEARS

Decision making strategies in children and adolescents
Over 16s to consent to the following by ticking the boxes:
Participants must consent to all of the below statements (by checking the box next to each statement) in order to proceed with the study. If you do not wish to consent to participate, you may exit the study now or at any time by closing your browser tab. Your data will only be stored if you choose to submit it at the end of the study.

1. I confirm that I have read and understand the information sheet dated for the above study. I have had the opportunity to consider the information, ask questions and have had these answered satisfactorily.

2. I understand that my participation is voluntary and that I am free to withdraw at any time, without giving any reason, without penalty or affecting my legal rights.

3. I understand who will have access to personal data provided, how the data will be stored and what will happen to the data at the end of the project.

4. I understand how to raise a concern or make a complaint.

5. I understand how this research will be written up and published.

6. I understand that this project has been reviewed by, and received ethics clearance through, the University of Oxford Central University Research Ethics Committee.

7. I agree to take part in this study.

If you can answer "yes" to all of the above questions then please press the "start" button.
If any answers are "no" or you don't want to take part, that's OK! You are welcome to quit the study by closing the browser window.
Thank you

WELCOME TO THIS DECISION MAKING EXPERIMENT!

Click through these task instructions using the "Previous" and "Next" buttons at the bottom of the screen.

In this game you are a monkey looking for apples to eat in the forest.
Eating apples gives you health points and your aim is to gain as many health points as you can.
You will see three different trees: 1 red apple tree, 1 yellow apple tree and 1 green apple tree.
Your task is to choose one of these trees to take an apple from by clicking on it with your mouse.

Each of the trees has a chance that an apple you pick from it will contain a worm: none of the trees are ever completely free of worms.
If the apple you picked contains a worm, you cannot eat the apple so you will see a sad monkey face and win no health points.
If the apple you picked does not contain a worm, you can eat the apple so you will see a happy monkey face and win 10 health points.

As you continue to pick apples you may notice that the chance of the different coloured apples containing a worm will change as the worms afflict different types of trees during different seasons.
You may also notice duration of different seasons and how affected the trees are with worms varies throughout the task.
Regardless of season and distribution of worms among trees, there is always one tree with a majority of worm-free apples.

After a short practice phase you will make 360 choices before being offered a break, followed by a further 360 choices.
You can see the total health points (black arrow) you have won so far, as well as how many choices you have left on each play (grey arrow). You can leave the game at any time by pressing the "Exit Study Now" button.
Again, your aim is to win as many health points as possible.

At the end of the game you will be asked to read through a number of statements and answer if they describe something about yourself.
If you understood the instructions and are ready to practice press "Start practice rounds", if not, go back through the instructions to refresh your memory.
Please do not refresh your browser during the game otherwise your data will not get saved.

Problems showing instructions. Please read through the text best you can and then do the training rounds

You have chosen to leave the experiment without finishing.
If this is a mistake, please click "Return to study". To leave the experiment, please click on "Quit study".

If you have any concerns or questions please contact us at devneuro@psy.ox.ac.uk.

If you find yourself in need of mental health support these are people who can help.

Your GP - GPs are the key route for accessing support and mental health care (including medication and/or psychological therapies) from the NHS

A school nurser or mental health leader at your school

TalkingSpace run psychoeducational courses, provide computerised and/or telephone based CBT and in some cases other options such as group CBT, mindfulness based therapies and individual therapy. www.talkingspaceplus.org.uk

Samaritans offer a safe place to talk, and are particularly experienced in talking to people who have suicidal feelings. Website: www.samaritans.org

For anyone under 35 having thoughts of suicide, HOPELineUK: https://www.papyrus-uk.org/help-advice/about-hopelineuk

MoodGym at www.moodgym.anu.edu.au

Living Life To The Full at www.livinglifetothefull.com

Mood Juice at www.moodjuice.scot.nhs.uk

Thank you for taking part in our study.

If you have any concerns or questions please contact us at devneuro@psy.ox.ac.uk.

If you find yourself in need of mental health support these are people who can help.

Your GP - GPs are the key route for accessing support and mental health care (including medication and/or psychological therapies) from the NHS

A school nurser or mental health leader at your school

TalkingSpace run psychoeducational courses, provide computerised and/or telephone based CBT and in some cases other options such as group CBT, mindfulness based therapies and individual therapy. www.talkingspaceplus.org.uk

Samaritans offer a safe place to talk, and are particularly experienced in talking to people who have suicidal feelings. Website: www.samaritans.org

For anyone under 35 having thoughts of suicide, HOPELineUK: https://www.papyrus-uk.org/help-advice/about-hopelineuk

MoodGym at www.moodgym.anu.edu.au

Living Life To The Full at www.livinglifetothefull.com

Mood Juice at www.moodjuice.scot.nhs.uk

This questionnaire is about how interesting and enjoyable you have found your life over the past two weeks. Please answer all the questions as honestly as possible. Please circle how often you experienced the feeling, thought or behaviour described in each sentence. Your options are.

1. I had no motivation to get started on things.

2. Nothing made me feel excited.

3. I should have been enjoying things, but I couldn't.

4. I felt detached from other people.

5. I did not look forward to anything.

6. Nothing felt fun or enjoyable.

7. I couldn't see myself enjoying things in the future.

8. I felt enthusiastic.

9. I did not want to do anything.

10. I pretended things excited me, but actually I found them boring.

11. I felt connected to the world around me .

12. I did not feel any emotion.

13. Everything felt like a lot of effort to do.

14. I felt like my life had meaning and purpose.

Please put a tick the word that shows how often each of these things happens to you. There are no right or wrong answers.

1. I worry about things.

2. I am bothered by bad or silly thoughts or pictures in my mind.

3. I feel sad or empty.

4. I cannot think clearly.

5. I worry that something awful will happen to someone in my family.

6. I have to keep checking that I have done things right (like the switch is off, or the door is locked).

7. Nothing is much fun anymore.

8. I feel worthless.

9. I worry that bad things will happen to me.

10. I can't seem to get bad or silly thoughts out of my head.

11. I have trouble sleeping.

12. I feel like I don't want to move.

13. I worry that something bad will happen to me.

14. I have to think of special thoughts (like numbers or words) to stop bad things from happening.

15. I have problems with my appetite.

16. I feel restless.

17. I worry about what is going to happen.

18. I have to do some things over and over again (like washing my hands, cleaning or putting things in a certain order).

19. I have no energy for things.

20. I think about death.

21. I have to do some things in just the right way to stop bad things from happening.

22. I am tired a lot.

This questionnaire is about the impact of COVID-19 on you, your family and School. Please answer all the questions as honestly as possible. Please circle how often you experienced the feeling, thought or behaviour described in each sentence.

1. Do you think that you currently have or have had COVID-19?

2. I worry that I am not on track with my studies due to COVID-19

3. I worry that my future grades will be affected by COVID-19

4. I worry that returning to school will increase the risk of me getting COVID-19

5. I worry that returning to school will increase my family's risk of getting COVID-19

6. Have your future education or employment plans changed because of COVID-19?

7. How much has COVID-19 changed your daily routine?

8. Have your education or employment plans changed as a result of COVID-19?

9. Overall, what type of impact has the COVID-19 pandemic had on your life?

This is the end of the experiment.
Thank you for taking part in our study.
We are also running another study called the Foraging Fish Study. Should you like to play it we would like to link your data between these studies. If you think you would like to play it at some point in the next two weeks please provide us with a 4 letter code as outlined below.

If you have any concerns or questions please contact us at devneuro@psy.ox.ac.uk.

If you find yourself in need of mental health support these are people who can help.

Your GP - GPs are the key route for accessing support and mental health care (including medication and/or psychological therapies) from the NHS

A school nurser or mental health leader at your school

TalkingSpace run psychoeducational courses, provide computerised and/or telephone based CBT and in some cases other options such as group CBT, mindfulness based therapies and individual therapy. www.talkingspaceplus.org.uk

Samaritans offer a safe place to talk, and are particularly experienced in talking to people who have suicidal feelings. Website: www.samaritans.org

For anyone under 35 having thoughts of suicide, HOPELineUK: https://www.papyrus-uk.org/help-advice/about-hopelineuk

MoodGym at www.moodgym.anu.edu.au

Living Life To The Full at www.livinglifetothefull.com

Mood Juice at www.moodjuice.scot.nhs.uk