Universelle, schulbasierte Prävention der Depression im Jugendalter: Ergebnisse einer Follow-Up-Studie

Groen, Gunter; Pössel, Patrick; Al-Wiswasi, Susanne; Petermann, Franz

doi:10.1026//0942-5403.12.3.164

Cited by 16 publications

(5 citation statements)

References 37 publications

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“…There have been three RCTs with published English-language articles. Non-English articles (Groen, Pössel, Al-Wiswasi, & Petermann, 2003) evaluating L&L were not included in this review.…”

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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“…There have been three RCTs with published English-language articles. Non-English articles (Groen, Pössel, Al-Wiswasi, & Petermann, 2003) evaluating L&L were not included in this review.…”

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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“…LARS & LISA has shown positive effects on the participants’ social network [56] and symptoms of depression [18,34,54,57] compared to teaching-as-usual as well as compared to a non-specific but structurally equivalent prevention program [42] and a prevention program based on Pennebaker’s paradigm of expressive writing [58]. Teachers have shown sufficiently high quality of program delivery, adherence, and program acceptance (for details see [20]).…”

Section: Methodsmentioning

confidence: 99%

Teachers or Psychologists: Who Should Facilitate Depression Prevention Programs in Schools?

Wahl

Adelson

Patak

et al. 2014

IJERPH

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The current study evaluates a depression prevention program for adolescents led by psychologists vs. teachers in comparison to a control. The universal school-based prevention program has shown its efficacy in several studies when implemented by psychologists. The current study compares the effects of the program as implemented by teachers versus that implemented by psychologists under real-life conditions. A total of 646 vocational track 8th grade students from Germany participated either in a universal prevention program, led by teachers (n = 207) or psychologists (n = 213), or a teaching-as-usual control condition (n = 226). The design includes baseline, post-intervention, and follow-up (at 6 and 12 months post-intervention). The cognitive-behavioral program includes 10 sessions held in a regular school setting in same-gender groups and is based on the social information-processing model of social competence. Positive intervention effects were found on the change in girls’ depressive symptoms up to 12 months after program delivery when the program was implemented by psychologists. No such effects were found on boys or when program was delivered by teachers. The prevention program can successfully be implemented for girls by psychologists. Further research is needed for explanations of these effects.

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“…This 1 In literature the classic role of a teacher is often mentioned (see e.g. Groen et al, 2003;Schlegel & Spring, 2011) but the meaning of this term tends to be taken for granted. By the classic role of the teacher I here mean the teacher as an instructor (Bär, 2015, pp.…”

Section: Transformationmentioning

confidence: 99%

Transformation and Participation – A Reply to Niebert and van Dijk

Töpfer

2019

On Education. Journal for Research and Debate

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In order to achieve more sustainability, more political education in the sense of Niebert (2019) and the inclusion of indigenous knowledge, as postulated by van Dijk (2019), are certainly important milestones. In addition, behaviorally effective teaching needs more application-oriented approaches. This requires a change in existing didactic formats, including more participation. Innovative, transformative learning environments naturally enable more participation by putting us in touch with ourselves, nature and the environment. Peer education also develops naturally in such contexts. This should be considered especially important because peers serve as multipliers. With a willingness to take the risk of changing existing educational curricula, there is an opportunity to transform the Anthropocene into an age of sustainability.

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Universelle, schulbasierte Prävention der Depression im Jugendalter: Ergebnisse einer Follow-Up-Studie

Cited by 16 publications

References 37 publications

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

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

Teachers or Psychologists: Who Should Facilitate Depression Prevention Programs in Schools?

Transformation and Participation – A Reply to Niebert and van Dijk

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