Impact of a transdiagnostic prevention protocol for targeting adolescent anxiety and depression

Abstract

The present study examined the benefit of a transdiagnostic prevention program, Super Skills for Life (SSL), among adolescents with internalizing and/or externalizing problems in two types of school settings (mainstream school and pupil referral unit) using a randomized waitlist-controlled trial (RCT). The main aims were to examine the effects of the SSL-A in reducing internalizing and externalizing problems in adolescents, and to identify the moderating role of gender, age, and school type on the intervention outcome. The RCT involved 112 adolescents aged 11 to 14 years old, randomly allocated to either an SSL intervention group or a waitlist-control group (WLC). Adolescents in the intervention group participated immediately in the SSL-A, whereas adolescents in the WLC group received the intervention after the intervention group completed the 6 months follow-up assessment. Results showed that internalizing and externalizing problems were significantly reduced from pre-test to follow-up assessments. Gender, age and school setting moderated the intervention outcome. Specifically, males, younger adolescents and adolescents from mainstream schools showed a significant reduction over time on both internalizing and externalizing problems.
 This study provides evidence for the benefits of a transdiagnostic prevention program for internalizing and externalizing problems in two types of school settings.

Exploring the impact of a transdiagnostic cognitive behavioural therapy-based intervention on a group of Malaysian adolescents with problematic drug use and emotional problems

“…Empirical studies have provided further support in showing the benefit of participating in SSL, including reducing emotional problems ( Essau et al, 2014 , Essau et al, 2019 , Fernández-Martínez et al, 2019 ), recovering faster from a stressful task as shown through cardiac recovery indexes ( de la Torre-Luque, Fiol-Veny, Essau, Balle, & Bornas, 2020 ), improving social and communication skills ( Fernández-Martínez et al, 2020 , Melero et al, 2021 , Melero et al, 2021 ), and coping with the covid-19 lockdown ( Orgilés, Espada, & Morales, 2020 . SSL has been implemented in a wide range of settings such as in residential care institutions ( Ramdhonee-Dowlot, Balloo, & Essau, 2021 ) and a Pupil Referral Unit for adolescents who have been excluded from mainstream schools ( Allan, Uzun, & Essau, 2021 ).…”