Cultural Adaptation and Implementation of Cognitive-Behavioral Psychosocial Interventions for Anxiety and Depression in Japanese Youth

Ishikawa, Shin‐ichi; Kishida, Kohei; Takahashi, Takahito; Fujisato, Hiroko; Urao, Yuko; Matsubara, Kohei; Sasagawa, Satoko

doi:10.1007/s10567-023-00446-3

Cited by 2 publications

(1 citation statement)

References 38 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Clearly the approach is advantageous when teachers implement the program in their classroom since every class is separated by school timetable and each lesson is organized based on the predetermined curriculum. The Up2-D2 was developed based on accumulated experiences from the previous studies which were implemented by schoolteachers rather than mental health professionals (e.g., clinical psychologists, psychiatrists) for more than two decades [see Ishikawa et al ( 29 )].…”

Section: Introductionmentioning

confidence: 99%

Cultural adaptation, content, and protocol of a feasibility study of school-based “Let’s learn about emotions” intervention for Finnish primary school children

Sourander,

Ishikawa,

Ståhlberg

et al. 2024

Front. Psychiatry

View full text Add to dashboard Cite

IntroductionEmotional awareness and emotion regulation are crucial for cognitive and socio-emotional development in children. School-based interventions on socio-emotional skills have the potential to prevent these problems and promote well-being of children. The Japanese school-based program, Universal Unified Prevention Program for Diverse Disorders (Up2-D2), has shown preventive effects on mental health of children in Japan. The aims of this protocol paper are to describe the unique process of adapting the Up2-D2 from Eastern to Western context, and to present a feasibility study of the intervention, conducted in Finland.MethodsThe cultural adaptation process started with the linguistic translation of materials, followed by the modification of language to fit the Finnish context. While the Japanese ideology was saved, some content was adapted to fit Finnish school children. Further modifications were made based on feedback from pupils and teachers. The Finnish version of the program was named “Let’s learn about emotions” and consisted of 12 sessions and targeted 8- to 12-year-old pupils. A teacher education plan was established to assist Finnish teachers with the intervention, including a workshop, teachers’ manual, brief introductory videos, and online support sessions. A feasibility study involving 512 4th graders in the City of Hyvinkää, South of Finland, was conducted. It assessed emotional and behavioral problems, classroom climate, bullying, loneliness, perception of school environment, knowledge of emotional awareness, and program acceptability.DiscussionThe originality of this study underlies in the East–West adaptation of a cognitive behavioral therapy-based program. If promising feasibility findings are replicated in Finland, it could pave the way for further research on implementing such programs in diverse contexts and cultures, promoting coping skills, awareness, social skills and early prevention of child mental health problems.EthicsThe ethical board of the University of Turku gave ethics approval for this research. The educational board of the City of Hyvinkää accepted this study.

show abstract

Section: Introductionmentioning

confidence: 99%

Cultural adaptation, content, and protocol of a feasibility study of school-based “Let’s learn about emotions” intervention for Finnish primary school children

Sourander,

Ishikawa,

Ståhlberg

et al. 2024

Front. Psychiatry

View full text Add to dashboard Cite

show abstract

日本における学校でのメンタルヘルス予防教育の現状と課題―こころあっぷタイム（Up2-D2）の社会実装―

Kishida,

Matsubara,

Hida

et al. 2023

Anxiety Disord Res

View full text Add to dashboard Cite

Preventive interventions before the problems occur are not to be implemented, as its e ects are less visible than those of treatment to solve existing problems. However, given the deterioration of children's mental health in school settings and the negative impact of the COVID-19 pandemic, it is an impending issue to promote and implement preventive intervention in school. is review described the current research trends and challenges of mental health prevention education in school through the social implementation of the Universal Uni ed Prevention Program for Diverse Disorders (Up2-D2). In this review, we discussed research issues in social implementation, such as examining e cacy, selecting measurements, expanding targeted population, sophisticating and shortening of components, selecting from existing programs, and training young researchers. In addition, challenges on the practical side, such as nding key persons, creating class time, training implementers, obtaining funds for management, and doing public relations were also discussed.

show abstract

Cultural Adaptation and Implementation of Cognitive-Behavioral Psychosocial Interventions for Anxiety and Depression in Japanese Youth

Cited by 2 publications

References 38 publications

Cultural adaptation, content, and protocol of a feasibility study of school-based “Let’s learn about emotions” intervention for Finnish primary school children

Cultural adaptation, content, and protocol of a feasibility study of school-based “Let’s learn about emotions” intervention for Finnish primary school children

日本における学校でのメンタルヘルス予防教育の現状と課題―こころあっぷタイム（Up2-D2）の社会実装―

Contact Info

Product

Resources

About