Top

Research on Child and Adolescent Psychopathology

Gepubliceerd in:

23-03-2019

The Effect of an Intervention Teaching Adolescents that People can Change on Depressive Symptoms, Cognitive Schemas, and Hypothalamic-Pituitary-Adrenal Axis Hormones

Auteurs: Esther Calvete, Liria Fernández-Gonzalez, Izaskun Orue, Ainara Echezarraga, Estibaliz Royuela-Colomer, Nerea Cortazar, Javier Muga, Mikel Longa, David S. Yeager

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 9/2019

Abstract

Interest is increasing in developing universal interventions to prevent depression in adolescents that are brief enough to be scaled up. The aim of this study was to test the effects on depressive symptoms, cognitive schemas, and Hypothalamic-Pituitary-Adrenal Axis Hormones of an intervention focused on teaching an element of an incremental theory of personality, namely, the belief that people can change. We also examined whether grade level moderated the effects of the intervention. A double-blind, randomized, controlled trial was conducted with 867 Spanish adolescent participants (51.9% boys, Grades 8–10) randomly assigned to an incremental theory intervention (n = 456) or an educational control intervention (n = 411). The adolescents completed measures of depressive symptoms and negative cognitive schemas at pretest, at 6-month follow-up, and at 12-month follow-up. A subsample of 503 adolescents provided salivary samples for cortisol and DHEA-S testing. In 8th grade, adolescents who received the incremental theory intervention displayed a greater decrease in depressive symptoms and cognitive schemas and a lower increase in DHEA-S. Moreover, in adolescents who received the intervention, the rate of adolescents with high depression scores decreased by almost 18% whereas in the control group, the rate increased by 37%. Surprisingly, the effects of the intervention were in the opposite direction among adolescents in 9th grade. These data indicate that a brief universal intervention could prevent depressive symptoms under some conditions, but developmental characteristics can moderate the effectiveness of this approach.

vorige artikel Associations Between Attentional Bias and Interpretation Bias and Change in School Concerns and Anxiety Symptoms During the Transition from Primary to Secondary School

volgende artikel A Daily Diary Analysis of Preschool Depressive Behaviors: Prospective Associations and Moderators Across 14 Days

Alleen toegankelijk voor geautoriseerde gebruikers

We tested models that included sex and the Sex x Time, Sex x Condition, and Sex x Condition x Time interaction terms. We also tested models that included initial risk status as moderator. However, as neither sex nor initial status moderated the effect of the intervention, we decided to report more parsimonious models without these variables. All models—with and without sex and risk status—obtained similar results for the effects of the condition and grade. Analyses with initial risk status are available as supplementary material.

Abela, J. R. Z., & Hankin, B. L. (2008). Depression in children and adolescents: Causes, treatment, and prevention. In J. R. Z. Abela & B. L. Hankin (Eds.), Handbook of depression in children and adolescents (pp. 3–5). New York: Guilford Press.

Abramson, L. Y., Metalsky, G. I., & Alloy, L. B. (1989). Hopelessness depression: A theory-based subtype of depression. Psychological Review, 96, 358–372. https://doi.org/10.1037/0033-295x.96.2.358.CrossRef

Adam, E. K., Sutton, J. M., Doane, L. D., & Mineka, S. (2008). Incorporating hypothalamic–pituitary–adrenal axis measures into preventive interventions for adolescent depression: Are we there yet? Development and Psychopathology, 20, 975–1001. https://doi.org/10.1017/s0954579408000461.CrossRefPubMed

Albert, P. R. (2015). Why is depression more prevalent in women? Journal of Psychiatry & Neuroscience, 40, 219–221. https://doi.org/10.1503/jpn.150205.CrossRef

Andreou, E., Didaskalou, E., & Vlachou, A. (2007). Evaluating the effectiveness of a curriculum-based anti-bullying intervention program in Greek primary schools. Educational Psychology, 27, 693–711. https://doi.org/10.1080/01443410601159993.CrossRef

Beck, A. T. (1983). Cognitive therapy of depression: New perspectives. In P. J. Clayton & J. E. Barett (Eds.), Treatment of depression. Old controversies and new approaches (pp. 265–284). New York: Raven Press.

Calvete, E., Orue, I., & González-Diez, Z. (2013a). An examination of the structure and stability of early maladaptive schemas by means of the Young Schema Questionnaire-3. European Journal of Psychological Assessment, 29, 283–290. https://doi.org/10.1027/1015-5759/a000158.CrossRef

Calvete, E., Orue, I., & Hankin, B. L. (2013b). Transactional relationships among cognitive vulnerabilities, stressors, and depressive symptoms in adolescence. Journal of Abnormal Child Psychology, 41(3), 399–410. https://doi.org/10.1007/s10802-012-9691-y.CrossRefPubMed

Calvete, E., Orue, I., & Hankin, B. L. (2015). A longitudinal test of the vulnerability stress model with early maladaptive schemas for depressive and social anxiety symptoms in adolescents. Journal of Psychopathology and Behavioral Assessment, 37(1), 85–99. https://doi.org/10.1007/s10862-014-9438-x.CrossRef

Carroll, D., Phillips, A. C., Lord, J. M., Arlt, W., & Batty, G. D. (2011). Cortisol, dehydroepiandrosterone sulphate, their ratio and hypertension: Evidence of associations in male veterans from the Vietnam experience study. Journal of Human Hypertension, 25, 418–424. https://doi.org/10.1038/jhh.2011.6.CrossRefPubMed

Crosnoe, R. (2011). Fitting in, standing out: Navigating the social challenges of high school to get an education. New York: Cambridge University Press.CrossRef

de Haan, A. M., Boon, A. E., de Jong, J. T., Hoeve, M., & Vermeiren, R. R. (2013). A meta-analytic review on treatment dropout in child and adolescent outpatient mental health care. Clinical Psychology Review, 33, 698–711. https://doi.org/10.1016/j.cpr.2013.04.005.CrossRefPubMed

Dickerson, S. S., & Kemeny, M. E. (2004). Acute stressors and cortisol responses: A theoretical integration and synthesis of laboratory research. Psychological Bulletin, 130, 355–391. https://doi.org/10.1037/0033-2909.130.3.355.CrossRefPubMed

Dockray, S., Susman, E. J., & Dorn, L. D. (2009). Depression, cortisol reactivity, and obesity in childhood and adolescence. Journal of Adolescent Health, 45, 344–350. https://doi.org/10.1016/j.jadohealth.2009.06.014.CrossRefPubMed

Erskine, H. E., Moffitt, T. E., Copeland, W. E., Costello, E. J., Ferrari, A. J., Patton, G., et al. (2015). A heavy burden on young minds: The global burden of mental and substance use disorders in children and youth. Psychological Medicine, 45, 1551–1563. https://doi.org/10.1017/S0033291714002888.CrossRefPubMed

Gelman, A. (2015). The connection between varying treatment effects and the crisis of unreplicable research: A Bayesian perspective. Journal of Management, 41(2), 632–643. https://doi.org/10.1177/0149206314525208.CrossRef

Greenberg, M. T., & Abenavoli, R. (2017). Universal interventions: Fully exploring their impacts and potential to produce population-level impacts. Journal of Research on Educational Effectiveness, 10(1), 40–67.CrossRef

Horowitz, J. L., & Garber, J. (2006). The prevention of depressive symptoms in children and adolescents: A meta-analytic review. Journal of Consulting and Clinical Psychology, 74, 401–415. https://doi.org/10.1037/0022-006X.74.3.401.CrossRefPubMed

Jaycox, L. H., Stein, B. D., Paddock, S., Miles, J. N., Chandra, A., Meredith, L. S., et al. (2009). Impact of teen depression on academic, social, and physical functioning. Pediatrics, 124, e596–e605. https://doi.org/10.1542/peds.2008-3348.CrossRefPubMed

Kamin, H. S., & Kertes, D. A. (2017). Cortisol and DHEA in development and psychopathology. Hormones and Behavior, 89, 69–85. https://doi.org/10.1016/j.yhbeh.2016.11.018.CrossRefPubMed

Little, T. D., Jorgensen, T. D., Lang, K. M., & Moore, E. W. G. (2013). On the joys of missing data. Journal of Pediatric Psychology, 39(2), 151–162. https://doi.org/10.1093/jpepsy/jst048.CrossRefPubMed

Lupien, S. J., Ouellet-Morin, I., Trepanier, L., Juster, R. P., Marin, M. F., Francois, N., et al. (2013). The DeStress for success program: Effects of a stress education program on cortisol levels and depressive symptomatology in adolescents making the transition to high school. Neuroscience, 249, 74–87. https://doi.org/10.1016/j.neuroscience.2013.01.057.CrossRefPubMed

Merikangas, K. R., He, J. P., Burstein, M., Swendsen, J., Avenevoli, S., Case, B., et al. (2011). Service utilization for lifetime mental disorders in US adolescents: Results of the National Comorbidity Survey–Adolescent Supplement (NCS-A). Journal of the American Academy of Child & Adolescent Psychiatry, 50, 32–45. https://doi.org/10.1016/j.jaac.2010.10.006.CrossRef

Miu, A. S., & Yeager, D. S. (2015). Preventing symptoms of depression by teaching adolescents that people can change: Effects of a brief incremental theory of personality intervention at 9-month follow-up. Clinical Psychological Science, 3, 726–743. https://doi.org/10.1177/2167702614548317.CrossRef

Mocking, R. J. T., Pellikaan, C. M., Lok, A., Assies, J., Ruhé, H. G., Koeter, M. W., et al. (2015). DHEAS and cortisol/DHEAS-ratio in recurrent depression: State, or trait predicting 10-year recurrence? Psychoneuroendocrinology, 59, 91–101. https://doi.org/10.1016/j.psyneuen.2015.05.006.CrossRefPubMed

Morris, M. C., Rao, U., & Garber, J. (2012). Cortisol responses to psychosocial stress predict depression trajectories: Social-evaluative threat and prior depressive episodes as moderators. Journal of Affective Disorders, 143, 223–230. https://doi.org/10.1016/j.jad.2012.05.059.CrossRefPubMedPubMedCentral

Mychailyszyn, M. P., Brodman, D. M., Read, K. L., & Kendall, P. C. (2012). Cognitive-behavioral school-based interventions for anxious and depressed youth: A meta-analysis of outcomes. Clinical Psychology: Science and Practice, 19, 129–153. https://doi.org/10.1111/j.1468-2850.2012.01279.x.CrossRef

Pössel, P., Horn, A. B., Groen, G., & Hautzinger, M. (2004). School-based prevention of depressive symptoms in adolescents: A 6-month follow-up. Journal of the American Academy of Child & Adolescent Psychiatry, 43(8), 1003–1010. https://doi.org/10.1097/01.chi.0000126975.56955.98.CrossRef

Radloff, L. (1977). The CES-D scale: A self-report depression scale for research in the general population. Applied Psychological Measurement, 1, 385–401. https://doi.org/10.1177/014662167700100306.CrossRef

Radloff, L. S. (1991). The use of the Center for Epidemiologic Studies Depression Scale in adolescents and young adults. Journal of Youth and Adolescence, 20, 149–166. https://doi.org/10.1007/bf01537606.CrossRefPubMed

Raudenbush, S. W., Bryk, A. S., Cheong, Y. F., Congdon, R., & Du Toit, M. (2011). Hierarchical linear and nonlinear modeling (HLM7). Lincolnwood: Scientific Software International, 1112.

Rutter, M., Kim-Cohen, J., & Maughan, B. (2006). Continuities and discontinuities in psychopathology between childhood and adult life. Journal of Child Psychology and Psychiatry, 47, 276–295. https://doi.org/10.1111/j.1469-7610.2006.01614.x.CrossRefPubMed

Schleider, J., & Weisz, J. (2018). A single-session growth mindset intervention for adolescent anxiety and depression: 9-month outcomes of a randomized trial. Journal of Child Psychology and Psychiatry, 59, 160–170. https://doi.org/10.1111/jcpp.12811.CrossRefPubMed

Stice, E., Shaw, H., & Marti, C. N. (2006). A meta-analytic review of obesity prevention programs for children and adolescents: The skinny on interventions that work. Psychological Bulletin, 132, 667–691. https://doi.org/10.1037/0033-2909.132.5.667.CrossRefPubMedPubMedCentral

Stice, E., Burton, E., Bearman, S. K., & Rohde, P. (2007). Randomized trial of a brief depression prevention program: An elusive search for a psychosocial placebo control condition. Behaviour Research and Therapy, 45, 863–876. https://doi.org/10.1016/j.brat.2006.08.008.CrossRefPubMed

Stice, E., Shaw, H., Bohon, C., Marti, C. N., & Rohde, P. (2009). A meta-analytic review of depression prevention programs for children and adolescents: Factors that predict magnitude of intervention effects. Journal of Consulting and Clinical Psychology, 77, 486–503. https://doi.org/10.1037/a0015168.CrossRefPubMedPubMedCentral

The Spanish Society of Epidemiology and the Spanish Society of Family and Community Medicine. (2000). Una propuesta de medida de la clase social [a proposed measure of social class]. Atencion Primaria, 25, 350–363. https://doi.org/10.1016/S0212-6567(00)78518-0.CrossRef

Walton, G. M., & Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students. Science, 331, 1447–1451. https://doi.org/10.1126/science.1198364.CrossRefPubMed

Walton, G. M., & Wilson, T. D. (2018). Wise interventions: Psychological remedies for social and personal problems. Psychological Review, 125, 617–655. https://doi.org/10.1037/rev0000115.CrossRefPubMed

Wegner, D. M., Schneider, D. J., Carter, S. R., & White, T. L. (1987). Paradoxical effects of thought suppression. Journal of Personality and Social Psychology, 53, 5–13. https://doi.org/10.1037/0022-3514.53.1.5.CrossRef

Weisz, J. R., Kuppens, S., Ng, M. Y., Eckshtain, D., Ugueto, A. M., Vaughn-Coaxum, R., et al. (2017). What five decades of research tells us about the effects of youth psychological therapy: A multilevel meta-analysis and implications for science and practice. American Psychologist, 72, 79–117. https://doi.org/10.1037/a0040360.CrossRefPubMed

World Health Organization (2012). Depression (Fact Sheet No. 369). Retrieved October 8, 2018 from: http://www.who.int/mediacentre/factsheets/fs369/en/.

Yeager, D. S., & Walton, G. M. (2011). Social-psychological interventions in education: They’re not magic. Review of Educational Research, 81, 267–301. https://doi.org/10.3102/00346543114059.CrossRef

Yeager, D. S., Trzesniewski, K. H., Tirri, K., Nokelainen, P., & Dweck, C. S. (2011). Adolescents’ implicit theories predict desire for vengeance after peer conflicts: Correlational and experimental evidence. Developmental Psychology, 47, 1090–1107. https://doi.org/10.1037/a0023769.CrossRefPubMed

Yeager, D. S., Trzesniewski, K. H., & Dweck, C. S. (2013). An implicit theories of personality intervention reduces adolescent aggression in response to victimization and exclusion. Child Development, 84, 970–988. https://doi.org/10.1111/cdev.12003.CrossRefPubMed

Yeager, D. S., Johnson, R., Spitzer, B. J., Trzesniewski, K. H., Powers, J., & Dweck, C. S. (2014). The far-reaching effects of believing people can change: Implicit theories of personality shape stress, health, and achievement during adolescence. Journal of Personality and Social Psychology, 106, 867–684. https://doi.org/10.1037/a0036335.CrossRefPubMed

Yeager, D. S., Lee, H. Y., & Jamieson, J. P. (2016a). How to improve adolescent stress responses: Insights from integrating implicit theories of personality and biopsychosocial models. Psychological Science, 27, 1078–1091. https://doi.org/10.1177/0956797616649604.CrossRefPubMedPubMedCentral

Yeager, D.S., Walton, G.M., Brady, S.T., Akcinar, E.N., Paunesku, D., Keane, L., ... Gomez, E.M. (2016b). Appendix 1 for: Teaching a lay theory before college narrows achievement gaps at scale. Retrieved October 8, 2018 at http://www.pnas.org/lookup/suppl/doi:10.1073/pnas.1524360113/-/DCSupplemental/pnas.1524360113.sapp.pdf.

Yeager, D.S., Hirschi, Q.A., & Josephs, R.A. (2017). Testosterone increases behavioral responsiveness to respectful language. Retrieved October 8, 2018 from osf.io/r5yv3.

Yeager, D. S., Dahl, R. E., & Dweck, C. S. (2018). Why interventions to influence adolescent behavior often fail but could succeed. Perspectives on Psychological Science, 13, 101–122. https://doi.org/10.1177/1745691617722620.CrossRefPubMed

Young, J. (2006). Young Schema Questionnaire-3. New York: Cognitive Therapy Center.

Zarit, S. H., Whetzel, C. A., Kim, K., Femia, E. E., Almeida, D. M., Rovine, M. J., & Klein, L. C. (2014). Daily stressors and adult day service use by family caregivers: Effects on depressive symptoms, positive mood, and dehydroepiandrosterone-sulfate. The American Journal of Geriatric Psychiatry, 22, 1592–1602. https://doi.org/10.1016/j.jagp.2014.01.013.CrossRefPubMedPubMedCentral

Titel: The Effect of an Intervention Teaching Adolescents that People can Change on Depressive Symptoms, Cognitive Schemas, and Hypothalamic-Pituitary-Adrenal Axis Hormones
Auteurs: Esther Calvete
Liria Fernández-Gonzalez
Izaskun Orue
Ainara Echezarraga
Estibaliz Royuela-Colomer
Nerea Cortazar
Javier Muga
Mikel Longa
David S. Yeager
Publicatiedatum: 23-03-2019
Uitgeverij: Springer US
Gepubliceerd in: Research on Child and Adolescent Psychopathology / Uitgave 9/2019
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI: https://doi.org/10.1007/s10802-019-00538-1

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 9/2019

Fathers’ and Mothers’ Early Mind-Mindedness Predicts Social Competence and Behavior Problems in Childhood

Non-Suicidal Self-Injury in Adolescence: Longitudinal Associations with Psychological Distress and Rumination

The Dutch Bipolar Offspring Study: Cognitive Development and Psychopathology

Pubertal Timing and Substance use in Adolescence: an Investigation of Two Cognitive Moderators

Parents’ Spontaneous Attributions about their Problem Child: Associations with Parental Mental Health and Child Conduct Problems

A Daily Diary Analysis of Preschool Depressive Behaviors: Prospective Associations and Moderators Across 14 Days