Primary prevention of anxious and depressive symptoms in adolescents

Manz, R; Junge, Juliane; Neumer, Simon; Margraf, Jürgen

doi:10.1007/bf02956496

Cited by 8 publications

(6 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Due to its broad spectrum and size of intervention effects, the SRT‐EA seems at least as effective as other stress‐management programmes for EA (Sallen, 2017). The results are similar to those of common primary preventative stress interventions for youth in the general population (Lohaus, 2011; Manz et al., 2001). Meta‐analyses show that larger effect sizes can hardly be expected in the area of primary prevention (Kaluza, 1997; Kraag, Zeegers, Kok, Hosman, & Abu‐Saad, 2006).…”

Section: Discussionsupporting

confidence: 80%

“…This effect is also the strongest of all effects identified for SRT-EA. Looking at the results of other stress interventions in-and outside of sports, the transfer of declarative knowledge appears to be the most successful of all intervention aims (Lohaus, 2011;Manz et al, 2001;Preis, 2015). 3.16 0.88 Contents based on Units 3-5 3.…”

Section: Discussionmentioning

confidence: 99%

“…Hence, the risk of stress‐related impairments regarding health, well‐being and performance will be lower. The transactional stress model (Lazarus & Folkman, 1984) and successfully evaluated stress‐management programmes without a specific orientation to elite sports were the basis for the development (Kaluza, 2015; Lohaus, 2011; Manz, Junge, Neumer, & Margraf, 2001; Schulz & Jansen, 2007). SRT‐EA is a compilation of proven content of general stress‐management programmes, whose shape has been adapted to the characteristics of the developmental stage and the life situation of EA, as well as the application examples and training materials.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Facilitating dual careers by improving resistance to chronic stress: effects of an intervention programme for elite student athletes

Sallen

Hemming

Richartz

2017

European Journal of Sport Science

View full text Add to dashboard Cite

The starting point of this contribution is the potential risk to health and performance from the combination of elite sporting careers with the pursuit of education. In European sport science and politics, structural measures to promote dual careers in elite sports have been discussed increasingly of late. In addition to organisational measures, there are calls for educational-psychological intervention programmes supporting the successful management of dual careers at the individual level. This paper presents an appropriate intervention programme and its evaluation: stress-resistance training for elite athletes (SRT-EA). It comprises 10 units, each lasting 90 minutes. It is intended for athletes and aims to improve their resistance to chronic stress. The evaluation was carried out in a quasi-experimental design, with three points of measurement (baseline, immediately after, and three months after) and two non-randomised groups: an intervention group (n = 128) and an untreated control group (n = 117). Participants were between 13 and 20 years of age (53.5% male) and represented various Olympic sports. Outcome variables were assessed with questionnaires. Significant short- and mid-term intervention effects were explored. The intervention increased stress-related knowledge, general self-efficacy, and stress sensitivity. Chronic stress level, stress symptoms, and stress reactivity were reduced. In line with the intention of the intervention, the results showed short- and mid-term, small to medium-sized effects. Accordingly, separate measurements at the end of the intervention and three months later showed mostly positive subjective experiences. Thus, the results reinforce the hope that educational-psychological stress-management interventions can support dual careers.

show abstract

Section: Discussionsupporting

confidence: 80%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Facilitating dual careers by improving resistance to chronic stress: effects of an intervention programme for elite student athletes

Sallen

Hemming

Richartz

2017

European Journal of Sport Science

View full text Add to dashboard Cite

show abstract

“…The programme contains eight sessions of 90 minutes and uses cognitive-behavioural strategies to cope with stress, anxiety and depression. The main topics of this programme can be briefly outlined as following: (1) Introduction: Stress, analysis of personal stress factors, stress model; (2) Cognition and emotions: personal aims, stress experiment, automatic thoughts; (3) Anxiety: components of anxiety, maladaptive anxiety, selfconfrontation strategy; (4) Depression: depressive thinking, logical mistakes, dysfunctional attitudes, positive thinking strategies, coping; (5) Social competence and assertiveness: insecure-aggressiveself-secure behaviour; (6) Stress and coping strategies: time management, relaxation techniques; 7Problem-solving: techniques of solving social problems; (8) Wrap-up: feedback, outlook, information about support structures (Manz, Junge, Neumer, & Margraf, 2001). Each session is characterized by a specific procedure (short information input, coping strategies, training, sharing and discussing experiences of used strategies between the sessions).…”

Section: Experiences With the School-based Prevention Programme 'Healmentioning

confidence: 99%

Depressive adolescents at risk of social exclusion: The potentials of social-emotional learning in schools

Reicher

Matischek-Jauk

2018

Improving Schools

View full text Add to dashboard Cite

Depressive adolescents are a challenging and vulnerable group in schools. Specific developmental features such as irritability and comorbid behavioural disorders complicate the recognition of their emotional problems for peers, teachers and even parents. Our research shows that teachers tend to overlook depressive feelings in adolescents; however, even peers are not able to recognize depressive feelings appropriately. Emotional problems can result in underachievement, the inability to learn and problems building satisfactory interpersonal relationships. Our review of research findings detects a complex interplay between social dynamics of exclusion and depression. Educational intervention and prevention efforts with respect to evidence-based social-emotional learning (SEL) programmes are summarized. It can be concluded that the implementation of systematic SEL concepts in schools has the potential to recognize depression-related problems early, to prevent exclusion and to reduce the burden of depressive disorders.

show abstract

“…Programme zur Prä-vention internalisierender Störungen wie Angst oder Depression (zum Beispiel Gesundheit und Optimismus, GO! [30]) und unspezifische Programme zur allgemeinen Entwicklungsförderung (zum Beispiel Fit for Life [31]) finden sich in geringerer Zahl. [33].…”

Section: Introductionunclassified

Resilienzforschung

Lyssenko

Rottmann

Bengel

2010

Bundesgesundheitsbl.

View full text Add to dashboard Cite

Research on resilience and protective factors revolves around the question "What keeps people healthy?" Protective factors in the person, family and social surroundings contribute to resilient development of children and adolescents. The effects of these factors depend on risk constellations and environmental conditions. Although sufficient evidence is not yet available for all factors discussed in the literature, results suffice as starting points to develop preventive interventions meant to strengthen protective factors. This paper proposes a classification of interventions based on the age of the children and adolescents. In addition to personal factors it is important to target protective factors in the family and social surroundings. Successful prevention strategies begin early on and support children over the long term, in a systematic and development-oriented manner.

show abstract

Primary prevention of anxious and depressive symptoms in adolescents

Cited by 8 publications

References 27 publications

Facilitating dual careers by improving resistance to chronic stress: effects of an intervention programme for elite student athletes

Facilitating dual careers by improving resistance to chronic stress: effects of an intervention programme for elite student athletes

Depressive adolescents at risk of social exclusion: The potentials of social-emotional learning in schools

Resilienzforschung

Contact Info

Product

Resources

About