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| ID | Type | Description | Link |
|---|---|---|---|
| 5R34MH083076-03 | U.S. NIH Grant/Contract | View source |
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| Name | Class |
|---|---|
| National Institute of Mental Health (NIMH) | NIH |
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This study aims to evaluate the short-term and long-term efficacy of two preventative intervention approaches designed to support middle school youth.
This study involve two parts: Part 1 entailed screening 7th and 8th graders from 4 public middle schools to identify students who may be showing moderate signs of stress. Students who score at the designated cutoff on a depression symptoms measure received a brief check-in to determine eligibility for the follow up randomized trial (Part 2). An "indicated" sample of 120 adolescents in the 7th and 8th grade and their caregivers were randomly assigned to a brief, Individual Support Program (ISP) comparison group or a Skills Group Program. Research interviews were conducted at multiple timepoints with students and caregivers, and teacher questionnaires were used to examine changes in outcome measures. Following completion of the intervention, all participants were followed for 12-months.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Skill Group Program | Experimental | Positive Thoughts and Actions Program |
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| Individual Support Program | Active Comparator | Measure of Adolescent Potential for Suicide (MAPS) - modified |
|
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Positive Thoughts and Actions Program | Behavioral | Students in the skills group will attend a 12-session (50 minutes each), 12-week program with 4-6 other students. The skills group will take place at school during school hours. Parents in the skill group will be asked to participate in two parent group workshops to take place at their child's school or other participating middle school (2-hours each). In addition, the skill group leader will conduct two individual family meetings with the student and parent(50 minutes each). |
| Measure | Description | Time Frame |
|---|---|---|
| Moods and Feelings Questionnaire (MFQ; child and parent version) | Depressive symptoms of the child are assessed on the MFQ. Youth completed the MFQ at all 4 timepoints, parent ratings of students symptoms were collected at baseline, post-intervention, and 12 month follow up. | up to 1 year |
| Measure | Description | Time Frame |
|---|---|---|
| Parent-Child Communication (PCC; child and parent version) | Parent child communication were assessed using the child and parent version of the PCC. Children completed the PCC at all 4 timepoints, parent ratings were collected at baseline, post-intervention, and 12 month follow up. | up to 1 year |
| Behavioral Assessment System for Children-2nd Edition (BASC-2; student, parent, & teacher version) |
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Inclusion Criteria:
Exclusion Criteria:
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| Name | Affiliation | Role |
|---|---|---|
| Carolyn A McCarty, Ph.D. | Seattle Children's Hospital | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Seattle Children's | Seattle | Washington | 98115 | United States |
| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| 27795599 | Derived | Duong MT, Kelly BM, Haaland WL, Matsumiya B, Huey SJ Jr, McCarty CA. Mediators and Moderators of a School-Based Cognitive-Behavioral Depression Prevention Program. Cognit Ther Res. 2016 Oct;40(5):705-716. doi: 10.1007/s10608-016-9780-2. Epub 2016 Apr 28. |
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| ID | Term |
|---|---|
| D003863 | Depression |
| D015438 | Health Behavior |
| ID | Term |
|---|---|
| D001526 | Behavioral Symptoms |
| D001519 | Behavior |
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| Individual Support Program | Behavioral | Students will be individually interviewed (60-90 minutes) at school to review areas of stress and support. The health professional conducting the interview will reinforce the student's strengths, and provide connections to sources of help from caring adults at home and at school. Parents will be called following the assessment to help the family locate appropriate resources if needed (e.g., tutoring resources, school counselor). |
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The adolescent version of the Teacher Rating Scale, Parent Rating Scale, and the Student Self-Report of Personality of the BASC-2 were used to assess school functioning and social functioning. |
| up to 1 year |
| Health Enhancing Behavior Index (HEBI) | Health behaviors (diet, exercise, and sleep) are self-reported by the youth on the HEBI. | up to 1 year |
| Service Use Interview (Service for Children and Adolescence Parent Interview-modified) | The service use interview was used to measure treatment history and services received during the course of the intervention and follow up. | up to 1 year |
| Schedule for Affective Disorders and Schizophrenia for School-Age Children (KSADS) | The depression module of the KSADS was used to assess DSM-IV symptoms of major depression and depressive disorder at the 12-month follow up. | up to 1 year |