Behavioural Interview Questions for Management Role Purpose To extract data

Document Sample
Behavioural Interview Questions for Management Role Purpose To extract data Powered By Docstoc
					Purpose
To extract data on how mixed methods are employed in interventins targeting depression in educational settings

Background on the literature search

Inclusion criteria:
1. depression
2. interventions or trials that involve development, implementation or evaluation of an intervention(completed interventions, proto
3. targeted interventions (targeting depression only, not mental health in general or other conditions;)
4. sample selected via schools or universities, not clinical, primary care or community settings: school and university students
5. educational settings: school-based or university-based

Key terms:
depression (depressive, depressed), intervention (trial, prevention, promotion), student, school, college, university, (under)graduate

Results
School based interventions:
University based interventions:
n(completed interventions, protocols exluded)

 ol and university students




lege, university, (under)graduate
No Author(s)           Title             Date      Country      Purpose     Population Sample size


1                    Randomized            school-based     evaluate intervention effectiveness depressed adolescents with su
                                                                        12-18 years old high-school students
                                                                                     347 for for
    Tang, Jou, Ko, Huang, and Yen study of 2009 Taiwan intensive interpersonalpsychotherapy screening
                                                                                     73 for intervention: 35 IPT, 38 TAU




2                                         2009 USA          implementing and adolescents evidence-based cognitive–behavio
                                                                        11-18, adapting an
      60
    Ruffolo & Fischer Using an evidence-based CBT group intervention model foradolescents with depressive symptoms: lessons
                                                            adapting clinical model to school setting




3                     Controlled trial of a school-based internet program of the benefits of a self-directed Internet intervention f
    O’Kearne, Kang, Christensen, and Griffiths2009 Australia               high-school depressive 157
                                                               evaluation for reducing girls, 15-16 symptoms in adolescent girls




4                     Prevention of depression among Icelandic adolescentsthe effectiveness of a 171 risk’’designed to prevent a
    Arnarson & Craighead                   2009 Iceland                14                         ‘‘at
                                                            evaluation of year old adolescents program




5   Stice et al.                           2008 USA           compare Program for High-Risk Adolescents Outperforms Two Alt
                                                                         high-risk adolescents 341
                       Brief Cognitive–Behavioral Depression Preventionthe effectiveness of a brief group CB depression preventi

                                                                compare this CB program with two active control conditions that p
                                                                whether the CB program produced significantly stronger improvem


6   Possel et al.                          2008 Germany        To replicateearlier positive effects 301
                                                                           8th-grade Symptoms
                       Impact of Comorbidity in Prevention of Adolescent Depressive students of a cognitive-behavioral preven




7   Connell et al.                         Among At-Risk Early Adolescents: Three-YearEffects of a Family-Centered Intervention
                       Reducing Depression 2008 USA                     high risk early ATP on the
                                                                                                 106
                                                             examines theeffects of theadolescents development of youth depre




8   Aseltyne et al.                         2007 USA           examined theeffectiveness of the 4133
                                                                          high-school students
                       Evaluating the SOS suicide prevention program: a replication andextensionSigns of Suicide (SOS) prevention




9   Cardemil et al.                        2007 USA          in low-income,minorityAfrican American middle school
                                                                          Latino and children: Two-year Penn Resiliency Program
                                                                                                 168
                       The prevention of depressive symptoms 2-year follow-up data on the efficacy of thefollow-up childrenat-
10 Gillham et al.                                            to investigate the effectiveness and697
                                                                         children from ControlledStudy
                                                                                                 specificity of the Penn Resilien
                      School-Based Prevention of Depressive Symptoms: A Randomized 3 middle schoolsof the Effectiveness and




11 Horowitz et al                         2007 USA          to evaluate A Randomized 2 programsworking to middle class back
                                                                         the school students of 380for preventing depressive s
                                                                                               from
                      Prevention of Depressive Symptoms in Adolescents: high efficacy of Trial
 Cognitive–Behavioral and Interp




12 Kataoka et al.                       2007 USA           To examine symptomatology and mental health service
                      Who Gets Care? Mental Health ServiceUse Following a School-BasedSuicide Prevention Programuse followi
                                                           !not intervention
                                                           evaluation only


13 Stice et al.                            Brief USA        to compare High-risk adolescents withelevated(CBT) depression Co
                                                                        a brief group cognitive-behavioral depressive symptom
                                                                                                225
                      Randomized Trial of a2007 Depression Prevention Program:An Elusive Search for a Psychosocial Placebo pre




14 Cutuli et al                           2006 USA         tests the Adolescentsmiddleschool-aged students who exhibited el
                                                                       subset of of 323? Not clear
                                                                                    a manualizedafter school intervention (th
                      Preventing Co-Occurring DepressionSymptoms in effectivenesswith ConductProblems
                                                                       white middle class predominant

15 O'Kearney et al.                          2006 Australia    evaluated on Depression,Vulnerability to Depression and Stigma in
                                                                          boys age 15 and 16        78
                      Effects of a Cognitive-Behavioural Internet Programthe effectiveness of a cognitive behaviour therapy Intern




16 Possel et al.                            2006 Germany        to examined a cognitive-behavioral school-baseduniversal primary
                                                                             eighth-grade students 347
                      Influence of general self-efficacy on the effectsof a school-based universal primary preventionprogram of de
17 Rooney et al.                          2006 Australia      to evaluate 8- to 9-year-old children117
                                                                          the outcomes of a
                      The Prevention of Depressionin 8- to 9-Year-Old Children:A Pilot Study new universal program aimed at pre




18 Sheffield et al.                        2006 Australia      to evaluate 13- to 15-year-oldsNot indicated, and

                                                                           the impact of 521? initially reporting elevated symptom
                                                                                         universal,
                                                                                               Approaches to the Prevention unive
                      Evaluation of Universal, Indicated, and Combined Cognitive–Behavioral
 clear                  combined of De




19 Young et al.                             2006 USA          reports on Skills Training: an indicatedpreventive intervention for d
                                                                          adolescents with elevated depression symptoms
                                                                                                     41
                      Efficacy of Interpersonal Psychotherapy-Adolescent the efficacy of Interpersonal Psychotherapy-Adolescent




20 Kowalenko et al.                        2005 a School-basedEarly Intervention Program for AdolescentDepression
                      Short-term Effectiveness of Australia             girls aged 13–16 of an early
                                                                                      87                                  ‘Ado
                                                            reports on the effectiveness in analysis intervention program,





    18 remaining papers to review for school-based interventions
    Anca Alba
            22-Sep-09
                    Setting      MM design Intervention model          Instruments
                                                                       Development            Diagnostic      Outcome

                    high-school no             interpersonal psychotherapy                                     2-stage: self-reported then those identifie
                                                                                              2-stage: self-reported questionnaires, questionnaires, the
     73 for intervention: 35 IPT, 38 TAU       2 f-2-f (50 mins)/w                                             Beck Depression Inventory-II, theBeck Ide
                                                                                              Beck Depression Inventory-II, theBeck Scale for SuicideSca
                                               1 tel (30 mins)/ w                             Structured Clinical Interview(SCID-I
                                               6 consecutive weeks

                                 yes, 1 high-school
                                               adapted                 consultations (not reported to be recordedChild Depression Inventorychildren), B
                     2 middle schools,but not explicit clinical CBT program                                  CDI Inventory (middle school (middle sc
                                                                                              CDI Child Depressionor analysed) with school administrati
del to school setting                                                  supervisor
                                               9- school-based CBT depression expertise informed by literature: changes mostly quant: intervention
                                               45 min session/w        3m piloting
                                                                       implementation fidelity measures developed
                                               teambuilding exercise, a CBT lesson, an activity to demonstrate the skill acquisition in group and a home
                                               delivered by trained and supervised social workers

                                  no
                    1 single sex school                               published elsewhere, these problems, CESD; CASQ-R; DLC; Attitudes to depressi
                                                                                            Centrefor Epidemiological Studies coping skills through in
                                                                                                             2002, 2004 good
                                               identify problems with depression, overcomeChristensen et al.and develop etc.) Depression Scale (CESD
                                               through curriculum     clear information about how the model& site development not found
                                               6 w with each module open for 2 weeks.
                                               MoodGYM : CBT based online 5 modules

                    school                     developmental psychosocial model of enhancement of resilienceinterviews, associated with the occurren
                                 yes, but not explicit                                      previous program structured clinical interviews,
                                                                    interviews piloted in a structured clinical to factors
                                               14-session                                    by 2 researchers and InventoryCDI; InventoryCDI;
                                                                                                             Children’s Depression
                                                                    instruments translatedChildren’s Depression validated on 1000 student populatio
                                               in first 3w - 2/w    intensive training, regular phone supervision, and formal biweekly supervision
                                               then - 1/w           feedback from stud and investigators in pilot stages
                                                                                            handouts, videos, posters and relaxation tapes

                    school       NO                                    n/a             groupdiagnostic interview (DSMIV)
                                               cognitive– behavioral (CB) intervention,
                        survey and interview
                                                                                              supportive– expressive intervention, bibliotherapy,
                                               CB adapted from Clarke et al., 1995, minimized didactic presentation
                                               six weekly 1-hr sessions                      Beck Depression Inventory (BDI;
 gram with two active control conditions that provided selected aspects of the CB group: CB skills in bibliotherapy
                                               group intervention      2 and reductions in binge eating competence
gram produced significantly stronger improvements in social adjustmentraters for assessing facilitators' and substance use.
                                               bibliotherapy (copies of a CB book handed to students)

                    school       NO                                  LARS&LISA; published elsewhere Questionnaire—Depressionexternalizing symp
                                                                                              Self-Report
                                               based on information processing model of socialcompetence Self-Report Questionnaire—Depression e
                                               1.5 h/ w for 10 w     piloted before
                                                                     quant: acceptance ratings were assessed in survey (2003, 2005)
                                                                     interview skills, practice ratings ofprerecorded interviews, and interview role play

                    school       no                                      published elsewhere CDI; Child-reported problem behavior; Teacher report of s
                                               ATP: adaptive multilevel intervention                           outcome: collaborative decision betweent
                                               FRC, universal: consultations with
  parents, telephone consultations, feedback to parents on
their child’s
                                               FRC: six in-class lessons
                                               FCU: selected - brief, threesessionintervention based on motivational interviewing
                                               ATP parents: 12 sessions
                                               qual: motivational interviewing

                    school                    SOS: didactic component to raise awareness of suicide & screening notdepression data collected and an
                                                                      published elsewhere scale: Columbia (1)self-reported suicidal
                                                                                                              but for clear how
                                 yes, to some extent. Process evaluation discussed in previous publications,Depression Scale (CDS), ideationand suicid
                                              didactic: videos and a discussion guide                        (2) knowledge and attitudes
                                                                                            Diagnostic Interview Schedule forChildren IVaboutdepress
                                                                                                             AdolescentDepression (BSAD)
                                                                                            Brief Screen for (3) help-seeking behavior: 3 questions
                                                                                            shortened version ofthis screening tool that was also deriv

                    school                     Penn previous Program (PRP), program based on CBT
                                 yes, but details in aResiliency paper published elsewhere Children’s Depression Inventory (CDI;
                                               12-weeks                adapted PRP for low-income population: role-plays, exercises, and other activitie
                                           weekly 90-min groups, composed of ten children each.
                                           flexible manual
                                           20h training for group leaders
                                           Biweekly supervision,
                                           assessors training: interview skills, practice ratings ofprerecorded interviews, and interview role plays.

                  school                    PRP group highly quantified
                              yes, but evaluation only,intervention that teaches
        Children’s
 Depression Inventory (CDI as assessed with th
                                                                                                          depressive symptoms,
                                                                                 cognitive– behavioral and social problem-solving skills
                                                                                          stressors associated for Children and Adolescents
                                            PEP group intervention - focus onmany of the Diagnostic Interview with adolescent depression.
                                            weekly 90 mins session for each (RPP & PEP)
                                            30-hr training for educators

                  school                    cognitive– behavioral program (CB),
                              yes, but in evaluation only                                                depressive symptomps:
                                                                                         Children’s Depression Inventory (CDI; composite scores
                                                                                          training program (IPT–AST),                           (
                                            interpersonal psychotherapy–adolescent skillsthe Center for Epidemiological Studies Depression scale

                                            eight 90-min weekly sessions

                                           CB derived from Coping With Stress Course published elsewhere : psychoeducational
                                           IPT–AST extension of interpersonal therapy, development publshed elsewhere
                                           Training and Supervision of Group Leaders
                                           not taped, but reviewed in weekly supervision

                  school      YES!!        published elsewhere n/a                       n/a            n/a
                                           Suicide Prevention Programs: A Resource Guide
                                           this is follow-up      assessing: depressive symptoms of children and parents' perceptions of their chi


                  school                   5 active evaluation                             Beck Depression Inventory reasons
                                                                                                           Beck Depression
                              yes, to some extent ininterventions only authors' comments on how CBT adapted and (BDI, Inventory (BDI,
                                           adapted CBT with didactic presentation wasminimized; original publshed elsewhere
                                           supportive-expressive group intervention development published elsewhere
                                            bibliotherapy or prescription of books for the treatment of a disorder development publshed elsewhere
                                           expressive writing development published elsewhere
                                           journaling publshed elsewhere
                                           waitlist
                                           conditions

                   school     NO                                   n/a                 Children's Depression Inventory (CDI). Inventory (CDI).
                                           Penn Resiliency Program (PRP) published elsewhere          Children's Depression
ddle class predominant                     12-session after school intervention                       Child Behavior Checklist(CBCL

                               NO
                  school,via internet                              n/a             The             The Centre for EpidemiologicalStudies Dep
                                           MOODGym - development of model not publishedCentre for EpidemiologicalStudies Depression Scale (C
                                           skills- and knowledge-focused                           The Revised Children’s
  Attributional Style
                                           5 main modules,                                         The self-report 10-itemRosenberg Self-Est
                                            30–60 minutes each module                              Stigmatic attitudes(attitudes to depression
                                           1module/week

                  school      NO                             of                          Everyday Epidemiological Studies – Depression Scale (CE
                                                                                               for     LISA, published before
                                                                                                               for
                                           Training the Ease
 Handling Social Aspects inCenter
 Life – Center
 Epidemiological Studies – Depr
                                           1/week
                                           10 weeks
                                           1.5 one session of 2 lessons
                                           supervision with video-recordings
school   NO                                                      The Children’s Depression Inventory (CDI
                                                                                 The
                      ThePositive Thinking Program, development published elsewhere Children’s Depression Inventory (CDI
                      eight, 60-minute weekly sessions.                          Reynolds Children’s Manifest
 Anxiety Sca
                                                                 The Diagnostic Interview forChildren and Adolescents IV (
                      CBT-based                                                  The Children’s Attributional Questionnaire
                      training for psychologists
                      supervision and support for psychologists

school   NO                                    n/a                   Children’s Depression Inventory (CDI)
                      universal: CBT, 8 session, 1/w, 45-50 mins; published before Children’s Depression Inventory (CDI)
                      indicated: CBT, same but 90 mins sessions                       Children’s Depression
                                                                     Children’s Depression Inventory (CDI) Inventory (CDI)
                      Universal plus indicated intervention.
                      training for teacher in universal
                      trainin for sch counsellor and mental health professionals in indicated

school   NO           IPT-AST- ‘Teen
  Talk,’                                         Screening: Center for Epidemiologic Studi
                                                                      Screening: Center for Epidemiologic Studies-Depression Sc
                                                                      90-minute group sessions. AffectiveDisorders and Schizo
                                                                                      Schedule for
                      two initial individual sessions and eightweekly Schedule for AffectiveDisorders and Schizophrenia for Sch
                      psychoeducation and general skill-building                      Children’s Global Assessment
                                                                      Children’s Global Assessment Scale (CGAS) Scale (CGAS

school                 early
         YES, in evaluation intervention program,
                    CDI             CDI, Adolescent Coping Scale and Children
                                                    ‘Adolescents Coping with Emotions’ (ACE),
                       Groups of 8–10 students attended eight
   weekly sessions of 90-minutes
                       ACE group leader manual published elsewhere
                       based on: CBT, interpersonalskills, group theory and psycho-educational
                       training and supervision (every 2 weeks) for group leaders
                                                    Data analysis                Integration Findings        Comments
                    Evaluation      Other

                    quant         n/a               ANCOVA pre-post tests       no            IPT-A-IN significantly higher effects on reducing severity o
  Beck Depression Inventory-II, theBeck Scale for Suicide Ideation, the Beck AnxietyInventory and the Beck Hopelessness Scale forscreening for suicidal
nical Interview(SCID-I


                                   Columbia Impairment Scale (CIS              also questions about schoolsustainability possible?
                                                                                             significantdecreases (P evaluation stages (consultations,
                                                                                                            engagement and depressive symptoms.
                    qual: debriefing of sessions with supervisor fpr parents), yes, qualitative in development and < 0.01) inpeer relationships (for pa
                    qual: comments from students at the end                                                supervision-mentorship model useful
                    quant: pre-post tests                                                                  supervisor expertise
                                                     pre-post                                              fidelity enhanced by '‘purveyors' - here stud


                                  Revised Children’s Attributional Style regression  (CASQ-R); depression literacyprof Christesen about MoodyGymi
   CESD; CASQ-R; DLC; Attitudes to depression scalepre, post, follow-up;Questionnaire
                  email to scale (DLC); fasterrate of decline
                                                                                          MoodGYM produced a significantly Attitudes to depressio
                   quant only                                                   no




                                                 regression, questionnaire (CASQ).
                    quant only Children’s attributional style survival analysis
  Children’s Depression InventoryCDI;
ervision, and formal biweekly supervision

eos, posters and relaxation tapes

                                   Social
Adjustment Scale–Self Report for Youth; Substance use.; Eating Disorderreductions in depressive symptoms th
                                                      ANCOVA
                    5-point scale for students' satisfaction with the interventionNO        significantlygreater Diagnostic Interview

                                                                                               CB program significantly larger reductions in depressivesy




                                                   hierarchicallinear model (HLM)
                    supervision The Self-Report Questionnaire—Anxiety, The NO               less severe Questionnaire (SDQ) baseline- no increase
                                                                                                           in the 2005 paper on
                                                                               Strengths and Difficultiesdepressive symptoms atthe development of th
                                                   quant only
                    videotaped session for assessing adherence of trainers                  Beyond this, depressive symptoms increasedsignificantly
ssed in survey (2003, 2005)                                                                 girls independent of their baseline depression showed as
erecorded interviews, and interview role plays.                                             symptoms and boys with less severe depressive symptom

                                   Child-reported problem interventionist
                                                     qunat behavior; Teacher report         parental engagement in a program
 designed and extern
   outcome: collaborative decision betweenthe parent andonly: mixture models NO of school risk behavior; Maternal-reported internalizingto improve
                                 their child’s behavior at school,                       and
ltations, feedback to parents on
 initial interview with parents and access to videotapes
 books

ivational interviewing




                     previously evaluated            regression                 no                             linked to paper by Aseltine and DeMartino,
                                                                                               Significantly lower rates of suicide attempts and greater k
                                                      provided
                     process evaluation, informationquant onlyby site coordinators
                     data from process evaluation not clearly reported: how it was collected, recorded. Seems informal
sion ofthis screening tool that was also derived from the DISC IV.

                                    The Automatic Thoughts
                                                     Hierarchical Linear Modeling (HLM;
                                                                                no           some beneficial Self-Perception Profile for Children (SPPC
                    initial evaluation published elsewhere Questionnaire (ATQ; The Hopelessness Scale; The effects forthe Latino children and no diffe
                                                     quant only
                    qual: evaluation of audiotapes to ensure adherence to intervention in previous paper (2002)
                    qual: informal feedback from participants, children - also in previous paper from 2002
                    quant: treatment adherence by participants: attendance


rded interviews, and interview role plays.

                    integrity and attendance       Mixed-model (MM) ANOVAs     no             There was no intervention effect on average levelsof depr
                    sessions audio-recorded                                                   Findings varied by school. In 2 schools, PRP significantlyre
                    quant: group leaders evaluated/rated with integrity scores                In the 3rd school, PRPdid not prevent depressive symptom
                    quant: attendance

                                  Sociotropy–
 power analysis, mediationCDI and
                                               Achievement for depression: (SASC;
                                                                               no
  depressive symptomps: composite scores of the two scales Scale for ChildrenanalysisCES–D At postintervention, students in both the CB and IPT–AST
                                  Children’s
                                           (CES–D
 Epidemiological Studies Depression scale
 Attributional Style Questionnaire (CASQ–R;       the 2 intervention groups did not differ significantly from
                                  The Coping Orientation to Problems Experienced Inventory(COPE:
                                                              Questionnaire (CBQ
                                  true–false Conflict Behavior

here : psychoeducational          Questionnaires were created on the
 basis of the program curriculum to assess participants’ knowledge
   about the co




                                                     quant: x2 based on Diagnostic Interview More than two thirds of students received school or com
                                                                                YES              regression,
                    qual but quantified: telephone interviewsstatistic ttests; multiple logisticSchedule for Children Predictive Scale,
                    20 mins structured interviews                                               Depressive symptoms, but not past year suicide attempt,p
hildren and parents' perceptions of their child's needs for services                            Latino students had lower rates of community mental hea
                                                                                                School-based service use did not differ by student charac

                                                  MANOVA                      no            CBT,supportive-expressive, and bibliotherapy participants
                   process evaluation: feedback from participants after sessions, but more part of the intervention rather than a formal evaluation
nal publshed elsewhere

a disorder development publshed elsewhere




                   n/a                              Quant: Longitudinal analyses O
                                   Child Behavior Checklist(CBCL               N              the program successfully prevented elevations indepressi
  Child Behavior Checklist(CBCL                     MM ANCOVA

                    n/a                               quant:Attributional Style Questionnaire (CASQ-R)
                                    The Revised Children’s
   linear regression   NO            Therewere no significant between-group differences in ch
  The Revised Children’s
           The Style Questionnaire (CASQ-R)
                           Attributional self-report 10-itemRosenberg Self-Esteem Scale (RSES; For boyscompleting 3 or more modules there were small
                                    Stigmatic attitudes(attitudes
  The self-report 10-itemRosenberg Self-Esteem Scale (RSES; to depression, ATTDEP) wereassessed using the 9 items from the personalattitudes subs
  Stigmatic attitudes(attitudes to depression, ATTDEP) wereassessed using the 9 items from the personalattitudes subscale of the Depression StigmaSc


                                  The ratings, previously Questionnaire(ATQ; NO
                                                     quant: ANCOVA, regression              participants in
                    quant: acceptance Automatic Thoughtpublshed and also data presented from this study theprevention program remained on a low
                                  Questionnaire recordings to ensure that                   Thecontrol group showed increasing depressive symptom
                    weekly supervision looked at of Social Support (FESU; trainers adhered to themanual.
                                  General author in weekly meetings
                    expert advice from 1st Self-Efficacy Scale(GSE)                         Contrary to ourexpectations, students low in self-efficacy
                                  Bremen Youth’s Event List (BJL)
                                  Bremen Youth’s Event List (BJL)
                                  Evaluation Questionnaire
                  n/a                            quant: ANCOVA
                                                            Anxiety Scale (RCMAS;
                                Reynolds Children’s Manifest
               NO            The intervention was associated with reductions indepres
                              Anxiety Scale (RCMAS;
Reynolds Children’s Manifest
 The Children’s Attributional Questionnaire
(CASQ            Compared to the control group, there was a lower prevale
The Children’s Attributional Questionnaire
(CASQ




                                Anxiety adherence, attendance, and consumer satisfaction. highsymptomstudents,
                                                 Interview square, forChildren (ADIS-C; All
                                                                            NO
                 quant: (scale) ProgramDisordersquant: chi ScheduleHierarchical Linear Modeling (HLM), MANOVA irrespective of condition, show
                                (CDI)
Children’s Depression Inventory The Spence Children’s Anxiety Scale
(SCAS                There were alsono significant intervention effects for the
                                The Spence Children’s Anxiety Scale
(SCAS
                                The Child and Adolescent Social andAdaptive Functioning Scale (CASAFS;


                                n/a             quant: ANCOVA
Screening: Center for Epidemiologic Studies-Depression Scale (CES-D;        NO            Adolescents who receivedIPT-AST had significantly fewer
Schedule for AffectiveDisorders and Schizophrenia for School-Age Children(K-SADS-PL)      Adolescents in IPT-AST also reported fewer depression dia
Children’s Global Assessment Scale (CGAS)

                                General quantified. of the Adolescent Coping Scale
                                                   quant: publshed
                 qualitative evaluation, Short Form also ANCOVA elsewhere NO (ACS; At post-intervention, female ACE participantsreported sig
                                The CATS
                 participants did not feel stigmatized
                                initial interivews for consent, not clear what other data collected
ntly higher effects on reducing severity ofdepression, suicidal ideation, anxiety, and hopelessnessthan the TAU.
pelessness Scale forscreening for suicidal risk.




 tainability possible?
pervision-mentorship model useful

elity enhanced by '‘purveyors' - here study team, assuring engagement of social workers


ail to prof Christesen about MoodyGym model development as publications not found




er reductions in depressive symptoms than observed inassessment-only controls at posttest and 6-month follow-up andchanges clinically significant.

ficantly larger reductions in depressivesymptoms by posttest than did either alternative intervention,but The CB program produced significantly larger r




he 2005 paper on the development of the model, no qualitative data was found for the evaluation of the intervention, only acceptance ratings. The 20
ressive symptoms increasedsignificantly less in these adolescents than in adolescentsin the control group.
t of their baseline depression showed asignificant decrease in the severity of self-reported depressivesymptoms and boys with less severe depressive sy
oys with less severe depressive symptoms at

                 designed to improve parent management practices and parent–adolescent relationships can

ment in a program
                                                                                      result in collateral benefits to the yout




ked to paper by Aseltine and DeMartino, 2004




effects forthe Latino children and no differentially beneficial effect for the African American children.
ervention effect on average levelsof depressive symptoms in the full sample.
y school. In 2 schools, PRP significantlyreduced depressive symptoms across the follow-up relative to both CON and PEP.
, PRPdid not prevent depressive symptoms


                                                                           levels of depressive symptoms than did those in the no-intervention group
on, students in both the CB and IPT–AST groups reported significantly lower

n groups did not differ significantly from each other


                           about the core information presented.
ess participants’ knowledge





hirds of students received school or community mental healthservices following contact with the suicide prevention program
toms, but not past year suicide attempt,predicted community mental health service use
 ad lower rates of community mental health service usethan non-Latinos
vice use did not differ by student characteristics including race/ethnicity.

xpressive, and bibliotherapy participants also showed significantly greater decreases indepressive symptoms than expressive writing and journaling par




cessfully prevented elevations indepression symptoms across early- to mid-adolescence compared to nointerventioncontrol


nificant between-group differences in change scores pre- to post- or pre- to follow-upusing the intention to treat sample or for participants with post- a
ng 3 or more modules there were small relative benefits of MoodGYM for depressivesymptoms
 9 items from the personalattitudes subscale of the Depression StigmaScale
des subscale of the Depression StigmaScale


eprevention program remained on a low level of depressive symptoms, having strong social networks.
 showed increasing depressive symptoms and a reduced social network
xpectations, students low in self-efficacy benefited more from the program than high self-efficientstudents.
was associated with reductions indepressive symptoms and more positive attributions at post-intervention
control group, there was a lower prevalence ofdepressive disorders at posttest and fewer intervention group childrendeveloped a depressive disorder




students, irrespective of condition, showed a significant decline in depressive symptoms andimprovement in emotional well-being over time although t
o significant intervention effects for the universal intervention in comparison with no intervention forthe total sample of students in those conditions




 receivedIPT-AST had significantly fewer depression symptoms and better overall functioning postinterventionand at follow-up.
T-AST also reported fewer depression diagnoses thanadolescents in usual care


ion, female ACE participantsreported significantly reduced depressive symptoms and significantly improvedcoping skills compared with the control grou
 follow-up andchanges clinically significant.

The CB program produced significantly larger reductions in depressivesymptoms by posttest than did either alternative intervention,but these




 intervention, only acceptance ratings. The 2003 paper is in German

ptoms and boys with less severe depressive symptoms atbaseline showed that an increase in the severity of depressivesymptoms could be reduced.


       result in collateral benefits to the youths’ depressive symptoms
ips can

                                                                        depression scores;
ms than did those in the no-intervention group, controlling for baseline





prevention program




 ms than expressive writing and journaling participants at certain follow-up points.




nterventioncontrol


to treat sample or for participants with post- and/or follow-up data.
oup childrendeveloped a depressive disorder at a 9-month follow-up.




t in emotional well-being over time although they still demonstrated elevated levels ofpsychopathology compared with the general population of peers
total sample of students in those conditions




ntionand at follow-up.




edcoping skills compared with the control group.
er alternative intervention,but these




 of depressivesymptoms could be reduced.
ompared with the general population of peers at 12-month follow-up.
Author                          Title                        Comments
Nastasi et al.                                                Theory to illustrate application of MM designs to the develop
                                MM in intervention research. Purpose:to adaptation
                           2007                              intervention developm & evaluation are iterative processes of
                                                             qual: formative data collection to test proposed theoretical mo
                                                             quant: summative
                                http://mmr.sagepub.com/cgi/reprint/1/2/164 processes in instrument validation tecnique
                                                             triangulation: both formative and summative processes in eva

                                                               5 proposed designs
                                                                                    a. Formative researc
                                                                                    b. Theory development or modification an
                                                                                    c. Instrument development and validation
                                                                                    d. Program development and evaluation
                                                                                    e. Evaluation research

                                                               example: Sri Lanka Mental Health Promotion Project
                                                               Application: translation of evidence-based practices to diverse

Nastasi & Schensul                Contributions of Qualitative Research to the Validity of Intervention Research
                           2005
                                                              qualitative methods emphasize methodological rigor (e.g., Bern
                                                              qual and culture: "A key element for the researcher who utilizes
                                  http://0-www.sciencedirect.com.pugwash.lib.warwick.ac.uk/science?_ob=ArticleURL&_udi=
                                                              qual role:           critical for documenting the adaptations n
                                                                                   can help researchers to describe various m

                                                               task force:          effort to establish standards of evidence fo
                                                                                    task of developing criteria to evaluate the
                                                                                    IQRS developed a set of criteria for coding

                                                               limitation of
                                                               current intervent    lack of attention to cultural and contextua
Reviews
Calear & Christensen 2009         Systematic review of school-based prevention and early interventionprograms for depression
Stice et al. 2009                 A Meta-Analytic Review of Depression Prevention Programs for Childrenand Adolescents: Fac
Barlow et al. 2007                A Meta-Analytic Review of Depression Prevention Programs for Childrenand Adolescents: Fac
Cuijpers et al. 2007              Screening and early psychologicalintervention for depression in schoolsSystematic review and
Merry & Spence 2007               Attempting to prevent depression in youth:a systematic review of the evidence
Neil & Christensen 2007           Australian school-based prevention and early interventionprograms for anxiety and depressio
Spence & Shortt 2007              Research Review: Can we justify thewidespread dissemination of universal, schoolbasedinter
Horowitz & Garber 2006            The Prevention of Depressive Symptoms in Childrenand Adolescents: A Meta-Analytic Review
Curry & Wells 2006                Striving for Effectiveness in the Treatment of Adolescent Depression:Cognitive Behavior Thera
NICE Guideline 2005               Depression in children and young people. Identification and management in primary, commu
Merry et al. 2004                 Psychological and/or educational interventions for theprevention of depression in children an
Harrington & Dubicka 2002         Adolescent depression: an evidence-based approach tointervention
Greenberg et al. 2001             The Prevention of Mental Disorders inSchool-Aged Children: Current State ofthe Field
Burns & Patton 2000               Preventive interventions for youth suicide: arisk factor-based approach*
Lister-Sharp et al. 1999 (HTA)    Health promoting schools andhealth promotion in schools:two systematic reviews
Marcotte 1997                     Treating Depression in Adolescence:A Review of the Effectiveness ofCognitive-Behavioral Trea
n of MM designs to the development & evaluation of culturally specific psychological assessement measures and interventions
ation are iterative processes of quants and qual data informing each other
to test proposed theoretical model for cultural relevance (e.g. Culturally specific model of mental health)
 instrument validation tecniques, testing intervention effectiveness
nd summative processes in evaluation reserach - acceptability, integrity and effectiveness




development or modification and testing
ent development and validation
 development and evaluation


 th Promotion Project
ence-based practices to diverse populations and settings

vention Research

 methodological rigor (e.g., Bernard, 1999; Lincoln & Guba)
nt for the researcher who utilizes qualitative methods is the concept of culture and the ways in which culture affects the context of the phen
documenting the adaptations necessary for application of interventions to real-life contexts, and for identifying core intervention compon
 searchers to describe various manifestations of intended outcomes that may not be reflected in standardized instruments, and to identif

tablish standards of evidence for the efficacy of interventions, the Task Force on Evidence-based Interventions in School Psychology was f
eloping criteria to evaluate the adequacy of intervention research based on qualitative methods and to integrate qualitative criteria with
oped a set of criteria for coding the use of qualitative methods in studies, interventions, and programs.


 ntion to cultural and contextual factors which not only facilitate or inhibit the effectiveness of intervention, but also influence the social o

 ventionprograms for depression
 or Childrenand Adolescents: Factors That Predict Magnitude of Intervention Effects
 or Childrenand Adolescents: Factors That Predict Magnitude of Intervention Effects
 in schoolsSystematic review and meta-analysis
 w of the evidence
ograms for anxiety and depression: a systematic review
 n of universal, schoolbasedinterventions for the prevention ofdepression among children and adolescents?
escents: A Meta-Analytic Review
ression:Cognitive Behavior Therapy for Multisite Community Intervention
management in primary, community and secondary care
 tion of depression in children and adolescents (Review)

Current State ofthe Field
 approach*
 o systematic reviews
ness ofCognitive-Behavioral Treatments
 sures and interventions




ure affects the context of the phenomena under study." p. 179
ntifying core intervention components which are related to desired outcomes
rdized instruments, and to identify unintended positive or negative outcomes for the individual and institution/community.

entions in School Psychology was formed in 1999
 integrate qualitative criteria with the set of criteria being established by the Task Force for more traditional quantitative research




ion, but also influence the social or ecological validity of the interventions
itution/community.


onal quantitative research

				
DOCUMENT INFO
Description: Behavioural Interview Questions for Management Role document sample