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This is a longitudinal randomized control trial on the impact of adding a parent psychoeducation intervention (TEPSI) as part of cognitive‐behavioral therapy (CBT) for adolescents with Major Depressive Disorder (MDD) in a Puerto Rican sample. We tested the efficacy of adding 8 group sessions of TEPSI to 12 sessions of individual CBT on reducing depressive symptoms, MDD diagnosis, and improving family functioning. Participants (n = 121) were randomized to individual CBT with or without TEPSI. No main group effects were found for most patient domains including depression symptoms, as well as presence of adolescent's MDD diagnosis at posttreatment. Results did show a main effect of CBT over time for depression symptoms, suicide ideation, family criticism, and the presence of MDD diagnosis decreasing from pre‐ to postintervention. A year post treatment, almost 70% of adolescents in both conditions (CBT and CBT + TEPSI) remained in remission. A main effect was obtained for treatment in the adolescent's perception of familism and family emotional involvement. The primary hypothesis that family psychoeducation would optimize CBT for depression in adolescents was not supported. Both conditions yielded similar clinical end points. The culturally adapted CBT was found effective with Latino/a adolescents showing clinically significant improvements from pretreatment to posttreatment and remained stable at a 1‐year follow‐up. Regarding family outcomes, adolescents in CBT + TEPSI remained stable from pretreatment to posttreatment on family emotional involvement, while adolescents in CBT‐alone showed an increase. The implication of these findings is discussed.

These parenting intervention components have varied in form and intensity. asarnow, Scott, and Mintz (2002) included one multifamily meeting in which a videotape demonstrating the use of CBT skills was presented to the families of adolescents participating in group CBT. This family meeting was intended to educate parents and encourage them to support learning that occurred in the adolescent group sessions. of the parents participating, 94% rated the intervention as helpful, but 40% reported that more family sessions would have been more helpful. In contrast, Stark, Brookman, and Frazier (1990) included a monthly family meeting to teach parents how to encourage their child to use the CBT skills taught in therapy. Lewinsohn, Clarke, Rhode, hops, and Seeley (1996) had a more intense parenting component wherein parents participated in nine sessions that covered the skills that were taught to the teenagers (communication and problem solving). Two of these nine sessions were joint parent-adolescent sessions.at least two studies have tested the impact of the parenting intervention by comparing outcomes with and without the parent component. In one study, 59 adolescents with depression were randomly assigned to one of three conditions: (a) group CBT, (b) group CBT plus parent, and (c) waiting list (Clarke, hops, Lewinsohn, & andrews, 1992). Both active treatments resulted in significant adolescent improvement. The adolescent plus parent condition showed improvements in child outcomes as measured by the Child Behavior Checklist. one of the characteristics associated with treatment response was parent involvement in treatment. In a second study, 96 adolescents were randomly assigned to the three treatment conditions with similar results (Lewinsohn et al., 1996). In addition, recovery rates were superior in the two treatment conditions when compared with the waiting-list group.Brent and colleagues (1997) provided a family psychoeducation intervention to all treatment conditions: (a) CBT, (b) systemic behavior family therapy, and (c) nondirective support treatment. This family psychoeducation intervention included information about the affective illness and ways in which the family could help the depressed adolescent. Parental involvement helped parents comprehend the seriousness of their adolescent's condition and reduced the attrition rate (only 10% dropped out).More recently, the Treatment for adolescents With Depression Study (TaDS) compared CBT, selective serotonin reuptake inhibitor medication, and combined medication and CBT. The CBT included two parent psycho-Copyright American Psychological Association. Not for further distribution. development and cultural adaptation 93education sessions and at least five parent-teen conjoint sessions following optional modules (K. C. Wells & albano, 2005). The two psychoeducational sessions were given to the parents at Weeks 3 and 5 of treatment; at least one parent-child conjoint session (up to three) was conducted during Weeks 7 to 12; from one to three conjoint sessions were pe...

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Although cultural stress has been widely understood as a phenomena associated with immigrants, our study indicated that cultural stress is important in understanding self-concept of youth living in Puerto Rico. For boys, cultural stress, but not ethnic identity, is particularly important to their self-concept. Among girls experiencing high cultural stress, exploration and resolution of ethnic identity was associated with higher self-concept. Results suggested that the cultural stress associated with the colonial context of Puerto Rico is salient in ethnic identity and self-concept development, even though Puerto Rican youth are the ethnic majority in the island. (PsycINFO Database Record (c) 2018 APA, all rights reserved).