School-Based Primary Prevention of Depressive Symptomatology in Adolescents

Clarke, Gregory N.; Hawkins, Wesley E.; Murphy, Mary; Sheeber, Lisa

doi:10.1177/074355489382004

Cited by 180 publications

(155 citation statements)

References 35 publications

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“…Findings from previous studies conflict with regard to the role of sex as a moderator. Prevention effects have differed by sex in at least four studies: two of these report stronger effects for female participants than males (Petersen, Leffert, Graham, Alwin, & Ding, 1997;Seligman, Schulman, DeRubeis, & Hollon, 1999) and two report stronger effects for males than females (Clarke, Hawkins, Murphy, & Sheeber, 1993;Reivich, 1996). Previous research also suggests that prevention effects may be moderated by initial symptom level.…”

Section: Study Overviewmentioning

confidence: 96%

Preventing Depression Among Early Adolescents in the Primary Care Setting: A Randomized Controlled Study of the Penn Resiliency Program

Gillham

Hamilton

Freres

et al. 2006

J Abnorm Child Psychol

239

232

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This study evaluated the Penn Resiliency Program's effectiveness in preventing depression when delivered by therapists in a primary care setting. Two-hundred and seventy-one 11- and 12-year-olds, with elevated depressive symptoms, were randomized to PRP or usual care. Over the 2-year follow-up, PRP improved explanatory style for positive events. PRP's effects on depressive symptoms and explanatory style for negative events were moderated by sex, with girls benefiting more than boys. Stronger effects were seen in high-fidelity groups than low-fidelity groups. PRP did not significantly prevent depressive disorders but significantly prevented depression, anxiety, and adjustment disorders (when combined) among high-symptom participants. Findings are discussed in relation to previous PRP studies and research on the dissemination of psychological interventions.

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Section: Study Overviewmentioning

confidence: 96%

Preventing Depression Among Early Adolescents in the Primary Care Setting: A Randomized Controlled Study of the Penn Resiliency Program

Gillham

Hamilton

Freres

et al. 2006

J Abnorm Child Psychol

239

232

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“…Interactive programs with student participation are more effective than brief lecture-style programs in changing behavior (Clarke et al 1993;Stice and Shaw 2004). No standardized assessment measures exist for testing sleep knowledge in children.…”

Section: Effect Of Intervention On Sleep Patterns and Habitsmentioning

confidence: 99%

Effect of Animated Movie in Combating Child Sleep Health Problems

Surani

Rao

Khimani

et al. 2014

Chest

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Objective: Sleep deprivation among teens is a major health issue. Only 15% of teens get 8.5 h of sleep on school nights. Sleep deprivation can lead to poor grades, sleepiness and moodiness. We undertook a study to assess the prevalence of sleep habit disturbance among elementary school students in South Texas with Hispanic ethnicity predominance. We also found how much a video based on sleep education had an impact on these children. Method:Once the Corpus Christi Independent School District (CCISD) approved the collection of baseline sleep data, questionnaires were administered using the Children's Sleep Habit Questionnaire (CSHQ.) These questionnaires were distributed prior to the viewing of the educational and animated movie KNIGHTS (Keep Nurturing and Inspiring Good Habits in Teen Sleep). Four months later, a random follow-up was performed and the children were requested to respond to the same CSHQ.Results: 264 children from two elementary schools participated in this educational program. At baseline, 55.56% of the children had trouble sleeping. When the questionnaire was administered four months later, only 23.26% (p < 0.05) had trouble sleeping. Additionally, at baseline, approximately 60-70% children had some baseline bedtime resistance, anxiety dealing with sleep, issues with sleep duration and/or awakenings in the middle of the night. In the follow up questionnaire, results showed significant improvements in overall sleep habits, bedtime resistance, sleep anxiety and night awakenings amongst students (p < 0.05). However, no significant differences were seen in sleep duration and daytime sleepiness. Conclusion:Sleep deprivation and good sleep habits remain as a pervasive challenge among elementary school students. Administering an animated video about sleep education along with a provider-based education may be an effective tool for educating elementary school students and decreasing the prevalence of these sleep-related issues. Future prospective randomized studies are suggested.

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“…Interessanterweise widersprechen die empirischen Daten zur Prä-vention bei Jugendlichen jedoch diesen Annahmen. So konnten Clarke et al [1993] nur 13-19% der Schüler, die sie als risikobelastet identifiziert hatten, zur Teilnahme an ihrem selektiven Präventionsprogramm motivieren. Weiterhin berichten Gillham et al [1995] eine Dropout-Rate von 30%.…”

Section: Begriffsbestimmung Und Ansatzpunkte Für Präventionsprogrammeunclassified

Effekte und Kosten universaler Prävention von Internalisierungsstörungen bei Kindern und Jugendlichen

2006

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Internalization disorders are one of the most frequent mental disorders in children and adolescents. Furthermore, they are important risk factors for mental disorders in adulthood. After defining different kinds of prevention the international state of research regarding universal prevention of internalization is reviewed. Methods: To make the effects of the programs comparable, Hedge’s g for the comparisons between different measure points was calculated in a first step. Then Hedge’s g of the control group was subtracted from that of the intervention group in order to obtain the net effect size of each program. To identify the cost-value relation, the number of group leaders per intervention group was multiplied with the duration of the program and the mean hourly earnings of the group leaders. This amount was divided by the mean group size in order to calculate the costs by participant. Results: The net pre-post effect sizes of the universal anxiety prevention programs range between g = -0.22 and 0.89. For none of the presented programs positive effects could be shown. The costs by participant range between EUR 10.00 and EUR 61.90. The net effect sizes regarding depression range from g = -0.30 to 0.46 for the pre-post comparisons and between g = -0.24 and 0.45 for pre follow-up comparisons. In the latter costs by participant range between EUR 2.25 and EUR 61.90. Conclusions: Both the qualification of the group leader (teacher vs. psychologists) and the group size seem to affect a program’s effectivity, program duration and costs, however, seem less relevant.

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School-Based Primary Prevention of Depressive Symptomatology in Adolescents

Cited by 180 publications

References 35 publications

Preventing Depression Among Early Adolescents in the Primary Care Setting: A Randomized Controlled Study of the Penn Resiliency Program

Preventing Depression Among Early Adolescents in the Primary Care Setting: A Randomized Controlled Study of the Penn Resiliency Program

Effect of Animated Movie in Combating Child Sleep Health Problems

Effekte und Kosten universaler Prävention von Internalisierungsstörungen bei Kindern und Jugendlichen

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