School Intervention to Improve Mental Health of Students in Santiago, Chile

Araya, Ricardo; Fritsch, Rosemarie; Spears, Melissa; Rojas, Graciela; Martínez, Vania; Barroilhet, Sergio; Vöhringer, Paul A.; Gunnell, David; Stallard, Paul; Guajardo, Viviana; Gaete, Jorge; Noble, Sian; Montgomery, Alan

doi:10.1001/jamapediatrics.2013.2361

Cited by 61 publications

(71 citation statements)

References 38 publications

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“…The effectiveness of the YoPiensoSientoActuo (“I Think, Feel, and Act”) program, a CB-based classroom intervention, was evaluated in a cluster-randomized trial with 22 schools (from a potential sampling of 85 schools) in socioeconomically poor regions in Chile (Araya et al, 2013). Trios of mental health workers who had received training and ongoing supervision from senior clinicians led the intervention groups.…”

Section: Resultsmentioning

confidence: 99%

Programs for the Prevention of Youth Depression: Evaluation of Efficacy, Effectiveness, and Readiness for Dissemination

Brunwasser

Garber

2015

Journal of Clinical Child & Adolescent Psychology

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Objective To evaluate the current state of evidence of the effectiveness of depression prevention programs for youth, assess the degree to which current evidence supports broad implementation, and outline additional steps needed to close the gap between effectiveness and dissemination. Method We used the Society for Prevention Research’s Standards of Evidence (Flay et al., 2005) to evaluate the degree to which existing depression prevention programs have established intervention efficacy, effectiveness, and readiness for dissemination. We reviewed all depression prevention programs for youth that have been evaluated in at least two published, randomized controlled trials in which the intervention was compared to a no-intervention control group. A total of 37 studies evaluating 11 different programs were reviewed with regard to depressive symptoms and diagnoses post intervention and at follow-up (at least 6 months). Results Eight programs demonstrated significant main effects on depressive symptoms relative to controls in multiple RCTs; five programs had at least one trial with significant main effects present at least one year post-intervention. Two programs demonstrated efficacy for both depressive symptoms and depressive episodes across multiple independent trials. Regarding effectiveness, six programs had at least one study showing significant effects when delivered by endogenous service providers; four programs had significant effects in studies conducted independently of the program developers. Conclusions Several programs have demonstrated promise in terms of efficacy, but no depression prevention program for children or adolescents as yet has garnered sufficient evidence of effectiveness under real-world conditions to warrant widespread dissemination at this time.

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Section: Resultsmentioning

confidence: 99%

Programs for the Prevention of Youth Depression: Evaluation of Efficacy, Effectiveness, and Readiness for Dissemination

Brunwasser

Garber

2015

Journal of Clinical Child & Adolescent Psychology

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“…The trial showed that the intervention was not significantly better than usual care, although the program was based on evidence, had good levels of attendance, used robust methodological aspects, presented high levels of adherence, and a reasonably long follow-up period. Given these results, the authors point to the evidence of other studies showing that universal school-based interventions tend to display small to none effects on depressive symptoms [22]. …”

Section: Resultsmentioning

confidence: 78%

“…A big research project from the University of Chile and Bristol University under the direction of Araya and financed by the Wellcome Trust is being implemented as a school-based intervention to improve the mental health of low-income, secondary school students in Santiago, Chile [22]. The research group has created a program named “I think, I feel, I act”.…”

Section: Resultsmentioning

confidence: 99%

“…The research group has created a program named “I think, I feel, I act”. The program consists of 11 sessions organized as follow: one session to give an introduction and explain the influence of thoughts about what I feel and how I act; six sessions dedicated to how I think, the pessimistic thinking style, how can I change and to learn emotional regulation; three sessions centered in problem solving and the last session to summarize what was learned before and how it can be applied it in the future [22]. …”

Section: Resultsmentioning

confidence: 99%

“…Furthermore, the program has been applied approximately to 2500 students with an average age of 14.5 years in 22 schools in Chile [22]. The trial showed that the intervention was not significantly better than usual care, although the program was based on evidence, had good levels of attendance, used robust methodological aspects, presented high levels of adherence, and a reasonably long follow-up period.…”

Section: Resultsmentioning

confidence: 99%

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Prevention of Adolescent Depression in the Spanish-Speaking World

Horn

Cañizares

Gómez

2014

IJERPH

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This paper aims at presenting programs targeted at the prevention of adolescent depression applied with Spanish-speaking populations that have been developed in Spanish-speaking countries and are mostly published in Spanish. These programs have been developed under different cultural contexts in Spain and Latin-America. The main goal of this paper is to make the studies and movements of the Spanish-speaking literature in this field accessible to the non-Spanish-speaking part of the research community. Therefore, after an introduction referring to possible cultural differences regarding depression in general and epidemiological basics, several programs are introduced. In total 11 programs will be shortly presented and discussed. After revising the programs it can be concluded that in the Spanish-speaking world many programs have been developed and conducted following current state of the art-approaches for adolescent depression prevention. Further research is needed especially targeting possible cultural and contextual aspects of prevention measures and their efficacy and efficiency.

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