Swipe om te navigeren naar een ander artikel
Many evidence-based programs to address the emotional needs of youth experiencing mood difficulties are based on implementing “manualized” interventions. This approach often presents feasibility challenges in the school setting. In contrast, modular strategies, which involve implementing the most effective practices for specific emotional/behavioral problems, may be more feasible. Research, however, on the feasibility, acceptability, and effectiveness of modular approaches in schools to address youth experiencing mood difficulties is lacking. The multi-site current study tested the effectiveness, feasibility, and acceptability of a modular intervention approach delivered in schools for youth presenting with mood disorder symptoms. The pilot study included 20 participants (ages 12–16) and parents/caregivers for each student. Data were collected at baseline, throughout treatment, and following intervention or end of school year. The intervention, called the Student Emotional and Educational Development (SEED) project, included a modularized manual of efficacious and common practice elements for the treatment of mood disorders among adolescents. Decision making protocols guided provision of specific modules based on baseline and treatment data. Statistically significant differences were found between pretest and posttest assessments with modest to large effect sizes for youth and/or parents’ report of mood-related symptoms, including reduced symptoms of depression, anxiety and inattention. Clinically significant findings were also detected with more than 50 % of participants demonstrating reliable improvement on a global assessment of mental health symptoms. With regards to feasibility, these results were achieved with an average of nine, 45-min sessions across 2–3 months, and a subsample of participants overwhelmingly supported the acceptability of SEED. Although limited by the lack of a controlled comparison and small sample size, findings from this pilot study suggest this modular intervention focused on internalizing symptoms in students can be feasibly implemented in the school setting, is acceptable to students, and holds promise for improving their psychosocial functioning.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
American Academy of Child and Adolescent Psychiatry. (2007). Practice parameters for the assessment and treatment of children and adolescents with depressive disorders. Journal American Academy of Child Adolescent Psychiatry, 46, 1503–1526. CrossRef
Baskin, T. W., Slaten, C. D., Crosby, N. R., Pufahl, T., Schneller, C. L., & Ladell, M. (2010). Efficacy of counseling and psychotherapy in schools: A meta-analytic review of treatment outcome studies. The Counseling Psychologist, 38, 878–903. CrossRef
Beck, A. T., Steer, R. A., & Brown, G. K. (1996). Manual for the Beck depression inventory-II. San Antonio, TX: Psychological Corporation.
Burlingame, G. M., Dunn, T., Hill, M., Cox, J., Wells, M. G., Lambert, M. J., & Brown, G. S. (2004). Administration and scoring manual for the Y-OQ-30.2: Youth. Wilmington, DE: American Professional Credentialing Services.
Cheung, A. H., Zuckerbrot, R. A., Jensen, P. S., et al. (2007). Guidelines for adolescent depression in primary care (GLAD-PC): II. Treatment and ongoing management. Pediatrics, 120, 1313–1326.
Chorpita, B. F., & Daleiden, E. L. (2007). 2007 Biennial Report: Effective psychosocial interventions for youth with behavioral and emotional needs. Honolulu, Hawaii: Hawaii Department of Health, Child and Adolescent Mental Health Division. http://hawaii.gov/health/mental-health/camhd/library/pdf/ebs/ebs012.pdf.
Compton, S. N., March, J. S., Brent, D., Albano, A. M., Weersing, V. R., & Curry, J. (2004). Cognitive-behavioral therapy for anxiety and depressive disorders in children and adolescents: An evidence-based medicine review. Journal of the American Academy of Child and Adolescent Psychiatry, 43(8), 930–959. CrossRefPubMed
Costello, E. J., He, J., Sampson, N. A., Kessler, R. C., & Merikangas, K. R. (2014). Services for adolescents with psychiatric disorders: 12-month data from the National Comorbidity Survey—Adolescent. Psychiatric Services, 65(3), 359–366. doi: 10.1176/appi.ps.201100518. CrossRefPubMedPubMedCentral
Evans, S. W., Serpell, Z. N., Schultz, B. K., & Pastor, D. A. (2007). Cumulative benefits of secondary school-based treatment of students with attention deficit hyperactivity disorder. School Psychology Review, 36(2), 256.
Fontanella, C. A., Hiance-Steelesmith, D. L., Phillips, G. S., Bridge, J. A., Lester, N., Sweeney, H. A., & Campo, J. V. (2015). Widening rural-urban disparities in youth suicides, United States, 1996–2010. JAMA Pediatrics, 169(5), 466–473. doi: 10.1001/jamapediatrics.2014.3561. CrossRefPubMedPubMedCentral
Foster, S., Rollefson, M., Doksum, T., Noonan, D., Robinson, G., & Teich, J. (2005). School Mental Health Services in the United States, 2002–2003. DHHS Pub. No. (SMA) 05-4068. Rockville, MD: Center for Mental Health Services, Substance Abuse and Mental Health Services Administration.
George, M. W., McDaniel, H. L., Michael, K. D., & Weist, M. D. (2014). Clinician and caregiver perspectives on family involvement in school mental health services for youth receiving mood disorders treatment. Report on Emotional & Behavioral Disorders in Youth, 14, 16–21.
Ghuman, H. S., Weist, M. D., & Sarles, R. M. (2013). Providing mental health services to youth Where they are: School and community based approaches. New York: Routledge.
Iachini, A. L., Warren, M. E., Splett, J. W., George, M. W., Taylor, L. K., & Weist, M. D. (2014). Evaluating the impact of a pre-service interprofessional Intervention for school mental health trainees. Journal of Interprofessional Care, 2, 1–3.
Kahn, J. S., Kehle, T. J., Jensen, W. R., & Clark, E. (1990). Comparison of cognitive-behavioral, relaxation, and self-modeling interventions for depression among middle-school students. School Psychology Review, 19, 196–211.
Kutcher, S. P., Wei, Y., & Weist, M. (2015). School mental health: Global challenges and opportunities. Cambridge, UK: Cambridge University Press. CrossRef
McDermott, B., Baigent, M., Chanen, A., et al. (2011). Beyondblue: Expert Working Committee clinical practice guidelines: Depression in adolescents and young adults. Melbourne: Beyondblue.
McWhirter, B. T., & Page, G. L. (1999). Effects of anger management and goal setting group interventions on state-trait anger and self-efficacy beliefs among high risk adolescents. Current Psychology, 18, 223–237. CrossRef
Merikangas, K. R., He, J. P., Burstein, M., Swanson, S. A., Avenevoli, S., Cui, L., & Swendsen, J. (2010). Lifetime prevalence of mental disorders in U.S. adolescents: Results from the National Comorbidity Survey Replication-Adolescent Supplement (NCS-A). Journal of the American Academic of Child and Adolescent Psychiatry, 49, 980–989. doi: 10.1016/j.jaac.2010.05.017. CrossRef
Michael, K. D., Albright, A., Jameson, J. P., Sale, R., Massey, C. S., Kirk, A., & Egan, T. E. (2013). Does cognitive-behavioral therapy in the context of a rural school mental health program have an impact on academic outcomes? Advances in School Mental Health Promotion, 6, 247–262. CrossRef
Michael, K. D., Renkert, L. E., Wandler, J., & Stamey, T. (2009). Cultivating a new harvest: Rationale and preliminary results from a growing interdisciplinary rural school mental health program. Advances in School Mental Health Promotion, 2, 40–50. CrossRef
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. CrossRef
National Collaborating Centre for Mental Health. (2005). Depression in children and young people: Identification and management in primary, community and secondary care. Leicester and London: British Psychological Society and Royal College of Psychiatrists.
Ng, M. Y., Eckshtain, D., & Weisz, J. R. (2015). Assessing fit between evidence-based psychotherapies for youth depression and real-life coping in early adolescence. Journal of Clinical Child & Adolescent Psychology, 1–17. doi: 10.1080/15374416.2015.1041591.
No Child Left Behind Act of 2001. (2002). Pub. L. No. 107-110, § 115, Stat. 1425.
Owens, J. S., Murphy, C. E., Richerson, L., Girio, E. L., & Himawan, L. K. (2008). Science to practice in underserved communities: The effectiveness of school mental health programming. Journal of Clinical Child & Adolescent Psychology, 37(2), 434–447. CrossRef
Owens, J. S., Watabe, Y., & Michael, K. D. (2013). Culturally responsive school mental health in rural communities. In C. S. Clauss-Ehlers, Z. Serpell, & M. D. Weist (Eds.), Handbook of culturally responsive school mental health: Advancing research, training, practice, and policy (pp. 31–42). New York, NY: Springer. CrossRef
Prout, H. T., & DeMartino, R. A. (1986). A meta-analysis of school-based studies of psychotherapy. Journal of School Psychology, 24, 285–292. CrossRef
Prout, S. M., & Prout, H. T. (1998). A meta-analysis of school-based studies of counseling and psychotherapy: An update. Journal of School Psychology, 36, 121–136. CrossRef
Reynolds, C. R., & Kamphaus, R. W. (2004). BASC-2: Behavior assessment system for children manual (2nd ed.). Circle Pines, MN: AGS Publishing.
Sander, M. A., Everts, J., & Johnson, J. (2011). Using data to inform program design and implementation and make the case for school mental health. Advances in School Mental Health Promotion, 4, 13–21. CrossRef
Schaeffer, C. M., Bruns, E., Weist, M. D., Stephan, S. H., Goldstein, J., & Simpson, Y. (2005). Overcoming challenges to evidence-based interventions in schools. Journal of Youth and Adolescence, 34, 51–58. CrossRef
Shirk, S. R., Kaplinksi, H., & Gudmundsen, G. (2009). School-based cognitive-behavioral therapy for adolescent depression: A benchmarking study. Journal of Emotional and Behavioral Disorders, 17, 106–117. CrossRef
Splett, J. W., Schmidt, S. C., Iachini, A. L., Page, H. E., & Massey, C. (2014). Common elements approach to treat mood disorders in youth: Case examples from school settings. Report on Emotional and Behavioral Disorders in Youth, Special Issue, 14(1), 9–15.
Stephan, S., Westin, A., Lever, N., Medoff, D., Youngstrom, E., & Weist, M. (2012). Do school-based clinicians’ knowledge and use of common elements correlate with better treatment quality? School Mental Health, 4(3), 170–180. CrossRef
Sulkowski, M. L., & Michael, K. D. (2014). Meeting the mental health needs of homeless students in schools: A multi-tiered system of support framework. Children and Youth Services Review, 44, 145–151. CrossRef
TADS. (2004). Fluoxetine, cognitive-behavioral therapy, and their combination for adolescents with depression: Treatment for adolescents with depression study (TADS) randomized controlled trial. JAMA, 292, 807–820. CrossRef
TADS. (2007). The treatment for adolescents with depression study (TADS): Long-term effectiveness and safety outcomes. Archives of General Psychiatry, 64, 1132–1144. CrossRef
United States Department of Health and Human Services. (1999) Mental Health: A Report of the Surgeon General. Rockville, MD: U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration, Center for Mental Health Services, National Institutes of Health, National Institute of Mental Health.
United States Department of Health and Human Services (2003). New Freedom Commission on Mental Health, Achieving the Promise: Transforming Mental Health Care in America. Final Report. Pub. No. SMA-03-3832. Rockville, MD.
Weist, M. D., Lever, N. A., Bradshaw, C. P., & Owens, J. S. (2014). Handbook of School Mental Health (2nd ed.). New York: Springer. CrossRef
Weist, M. D., Lever, N., Stephan, S., Youngstrom, E., Moore, E., Harrison, B., et al. (2009). Formative evaluation of a framework for high quality, evidence-based services in school mental health. School Mental Health, 1(4), 196–211. CrossRef
Weist, M. D., & McDaniel, H. (2013). The international emphasis of advances in school mental health promotion. Advances in School Mental Health Promotion, 6(2), 81–82. CrossRef
Weisz, J. R., Chorpita, B. F., Palinkas, L. A., Schoenwald, S. K., Miranda, J., Bearman, S. K., & Gray, J. (2012). Testing standard and modular designs for psychotherapy treating depression, anxiety, and conduct problems in youth: A randomized effectiveness trial. Archives of General Psychiatry, 69(3), 274–282. CrossRefPubMed
Weisz, J. R., Ng, M. Y., & Bearman, S. K. (2014). Odd couple? Reenvisioning the relation between science and practice in the dissemination-implementation era. Clinical Psychological Science, 2, 58–74. CrossRef
Weisz, J. R., Ugueto, A. M., Cheron, D. M., & Herren, J. (2013). Evidence-based youth psychotherapy in the mental health ecosystem. Journal of Clinical Child & Adolescent Psychology, 42(2), 274–286. CrossRef
Zirkelback, E. A., & Reese, R. J. (2010). A review of psychotherapy outcome research: Considerations for school-based mental health providers. Psychology in the Schools, 47, 1084–1100. CrossRef
- Preliminary Outcomes of a Multi-site, School-based Modular Intervention for Adolescents Experiencing Mood Difficulties
Kurt D. Michael
Melissa W. George
Joni W. Splett
John Paul Jameson
Abby A. Bode
Aidyn L. Iachini
Leslie K. Taylor
Mark D. Weist
- Springer US