School‐based early intervention for anxiety and depression in older adolescents: A feasibility randomised controlled trial of a self‐referral stress management workshop programme (“DISCOVER”)

Brown, June; Blackshaw, Emily; Ståhl, Daniel; Fennelly, Lisa; McKeague, Lynn; Sclare, Irene; Michelson, Daniel

doi:10.1016/j.adolescence.2018.11.009

Cited by 33 publications

(32 citation statements)

References 84 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Participants engaged well with the goal review follow-up calls, with 73.3% of workshop attenders completing at least one call. This is similar to the rate of 78.8% reported in a previous evaluation of DISCOVER (Brown et al, 2019). In the qualitative feedback, participants described positive aspects of the calls, such as feeling acknowledged, but also advocated for alternative written communication methods in preference to telephone conversations.…”

Section: Discussionsupporting

confidence: 84%

“…The present feasibility trial has demonstrated that a full-scale RCT of DISCOVER is warranted in specialist youth mental health clinics, building on existing studies of DISCOVER in self-referred community samples (Brown et al, 2019;Sclare et al, 2015). Our feasibility data point towards short-term improvements in participants' emotional functioning after participating in the DISCOVER workshop, along with an expressed need for additional therapeutic support to consolidate therapeutic gains.…”

Section: Recommendations For Future Researchmentioning

confidence: 67%

“…The first iteration of DISCOVER was implemented in a variety of inner-London community venues as a stress management intervention for self-referred 16-to 18-year-olds, and tested in an uncontrolled pre-post cohort study (Sclare et al, 2015). It was subsequently evaluated in a feasibility cluster randomized controlled trial (RCT) in secondary schools (Brown et al, 2019). The promising findings from these studies have raised the prospect of applying DISCOVER in other settings.…”

Section: 'Discover' Cbt Workhopsmentioning

confidence: 99%

See 2 more Smart Citations

Feasibility randomized controlled trial of a one-day CBT workshop (‘DISCOVER’) for 15- to 18-year-olds with anxiety and/or depression in clinic settings

Loucas

Sclare

Ståhl

et al. 2019

Behav. Cogn. Psychother.

Self Cite

View full text Add to dashboard Cite

Background:‘DISCOVER’ one-day cognitive behavioural therapy (CBT) workshops have been developed to provide accessible, developmentally sensitive psychological support for older adolescents experiencing emotional difficulties. Previous school-based evaluations of the DISCOVER model have shown positive outcomes.Aims:The current study aimed to test the model for clinically referred adolescents, in real-world settings.Method:A randomized controlled trial (RCT) assessed feasibility, acceptability and preliminary outcomes of the DISCOVER intervention, in comparison with usual care, for 15- to 18-year-olds with emotional difficulties. Participants were recruited from outpatient clinic waiting lists in UK child and adolescent mental health services (CAMHS). Research feasibility indicators included rates of recruitment, randomization, intervention participation (group workshops and individualized follow-up telephone calls), and data collection (at baseline and 8-week follow-up). Intervention acceptability was assessed using a structured service satisfaction questionnaire and semi-structured qualitative interviews with intervention participants. Preliminary clinical outcomes were explored using adolescent-reported validated measures of depression, anxiety and well-being.Results:n = 24 participants were randomized to intervention and usual care groups. Workshop attendance was good and high levels of treatment satisfaction were reported, although feasibility challenges emerged in recruitment and randomization. Trends were found towards potential improvements in anxiety and well-being for the intervention group, but the effect estimate for depression was imprecise; interpretability was also limited due to the small sample size.Conclusions:DISCOVER appears to be a feasible and acceptable intervention model for clinically referred 15- to 18-year-olds with emotional difficulties. A full-scale RCT is warranted to evaluate effectiveness; protocol modifications may be necessary to ensure feasible recruitment and randomization procedures.

show abstract

Section: Discussionsupporting

confidence: 84%

Section: Recommendations For Future Researchmentioning

confidence: 67%

Section: 'Discover' Cbt Workhopsmentioning

confidence: 99%

See 1 more Smart Citation

Feasibility randomized controlled trial of a one-day CBT workshop (‘DISCOVER’) for 15- to 18-year-olds with anxiety and/or depression in clinic settings

Loucas

Sclare

Ståhl

et al. 2019

Behav. Cogn. Psychother.

Self Cite

View full text Add to dashboard Cite

show abstract

“…The project has led to improvements in the flourishing of over 1,000 secondary school-aged children in the region. The current study shows that the Hummingbird Project occupies a happy medium in the dichotomy between mental health professional-delivered, prescriptive interventions and the kind of interactive, self-management encouraging interventions that are preferred by older adolescents (Brown et al, 2019). As stated by one of the students that took part in the PPI, "The Hummingbird Project is amazing!…”

Section: Resultsmentioning

confidence: 75%

The Hummingbird Project: A Positive Psychology Intervention for Secondary School Students

et al. 2020

View full text Add to dashboard Cite

Mental health in schools has attracted a lot of attention in recent years. Positive Psychology Interventions (PPIs) in secondary schools have been shown to improve mental health outcomes for students. Previous PPIs have tended to be delivered by trained Psychology specialists or have tended to focus on a single aspect of Positive Psychology such as Mindfulness. The current study involved 2 phases. Phase 1 was a pilot PPI, delivered by current university students in Psychology, which educated secondary school students (N = 90) in a variety of Positive Psychology concepts. Phase 2 involved delivering the PPI to secondary school students (N = 1,054). This PPI, the Hummingbird Project, led to improvements in student well-being, as measured by the World Health Organization Well-Being Index (WHO-5). The intervention also led to improvements in student resilience, as measured by the Bolton Uni-Stride Scale (BUSS), and hope, as measured by the Children's Hope Scale (CHS). Results are discussed in the context of their implications for the future of psychological intervention in secondary school settings.

show abstract

“…The current study is the qualitative component of a cluster randomised controlled trial (RCT) investigating the feasibility of the DISCOVER workshop programme for students in UK sixth forms (aged 16–19) in 10 Inner London schools, described in Brown et al. (). Schools were randomised into experimental and control groups.…”

Section: Introductionmentioning

confidence: 99%

Exploring the feasibility and acceptability of a school‐based self‐referral intervention for emotional difficulties in older adolescents: qualitative perspectives from students and school staff

McKeague

Morant

Blackshaw

et al. 2017

Child Adoles Ment Health

Self Cite

View full text Add to dashboard Cite

BackgroundAdolescents with emotional difficulties need accessible, acceptable and evidence‐based mental health interventions. Self‐referral workshops (DISCOVER workshops) were offered to stressed 16‐ to 19‐year olds in 10 Inner London schools.MethodSemistructured interviews were conducted with three groups of participants: students who attended a 1‐day workshop (n = 15); students who initially showed interest in the DISCOVER workshop programme, but decided not to take part (n = 9); and school staff who helped organise the programme in their schools (n = 10). Students were purposively sampled to ensure that those from Black and minority ethnic (BME) backgrounds were represented. Data were analysed using thematic analysis.ResultsThe accounts generally indicate that the delivery and evaluation of this intervention is perceived as feasible and acceptable. Students, including those from BME backgrounds, described the setting as suitable and reported that the workshop helped them develop new understandings of stress and how to handle it. They expressed a preference for engaging and interactive activities, and valued a personalised approach to workshop provision. School staff felt that the workshop was in line with school values. They described some logistical barriers to providing the workshops in school settings, and expressed a desire for more information about the workshop in order to provide follow‐up support. The main reason students gave for nonparticipation was limited time.ConclusionsFindings are discussed in relation to increasing the feasibility of implementing school‐based psychological interventions and the value of providing access to mental health support in schools.

show abstract

School‐based early intervention for anxiety and depression in older adolescents: A feasibility randomised controlled trial of a self‐referral stress management workshop programme (“DISCOVER”)

Abstract: Daniel (2019) School-based early intervention for anxiety and depression in older adolescents: a feasibility randomised controlled trial of a self-referral stress management workshop programme ("DISCOVER").

Cited by 33 publications

References 84 publications

Feasibility randomized controlled trial of a one-day CBT workshop (‘DISCOVER’) for 15- to 18-year-olds with anxiety and/or depression in clinic settings

Feasibility randomized controlled trial of a one-day CBT workshop (‘DISCOVER’) for 15- to 18-year-olds with anxiety and/or depression in clinic settings

The Hummingbird Project: A Positive Psychology Intervention for Secondary School Students

Exploring the feasibility and acceptability of a school‐based self‐referral intervention for emotional difficulties in older adolescents: qualitative perspectives from students and school staff

Contact Info

Product

Resources

About