Translating Basic Psychopathology Research to Preventive Interventions: A Tribute to John R. Z. Abela

Abstract

This paper highlights how the many important contributions of John R. Z. Abela’s research program can inform the development and implementation of interventions for preventing depression in youth. Abela provided evidence of multiple vulnerabilities to depression including cognitive (e.g., inferential style, dysfunctional attitudes, ruminative response style), interpersonal (e.g., reassurance seeking, attachment, dependency), personality (e.g., neuroticism, self-criticism), and contextual (e.g., stress, parental depression). He introduced important methodological advances to the study of the hopelessness model of depression, especially in children, including the “weakest link” approach, cognitive priming, and idiographic measurement of stress. We briefly review what is currently known about the prevention of depression regarding intervention targets, content, outcomes, effect sizes, moderators, mediators, specificity, and durability. Next, we summarize several of Abela’s contributions that are most relevant to the prevention of depression. We describe the implications of Abela’s work for the development, implementation, and testing of programs aimed at preventing depression, and discuss important challenges such as the transfer of training to and the personalization of interventions so as to capitalize on individuals’ strengths versus compensate for their weaknesses.

Affective, Biological, and Cognitive Predictors of Depressive Symptom Trajectories in Adolescence

“…Studies of adolescent depression demonstrating a mean rise in depressive symptoms and diagnoses suggest a clinical rationale for universal programs (Garber, Koreliztz, & Samanez-Larkin, 2012). However, our results clearly indicate that the majority of youth do not need depression prevention programs.…”

The development and validation of an algorithm to predict future depression onset in unselected youth

“…Our findings are consistent with theoretical models and corresponding basic research that conceptualizes these three risk factors as preceding depression onset (Laurent et al, 1999;Muris and Ollendick, 2005;Abela and Scheffler, 2008;Hankin et al, 2016). Yet, methodological limitations have inhibited the clinical utility of these measures, despite recent calls to integrate a focus on risk factors into depression prevention efforts (Garber et al, 2012;Siu, 2016). By examining these risk factors within the context of other viable predictors of depression onset (e.g.…”

“…rumination) and emotional predispositions (e.g. negative affect), may be preferable risk factors to target in screening batteries because they can be altered by evidence-based therapeutic approaches (Garber et al ., 2012; Nehmy and Wade, 2015). Similarly, academic and social difficulties, two forms of impairment associated with adolescent depression (Jaycox et al ., 2009), can also be attenuated via improved problem-solving skills often taught in depression prevention protocols.…”

Screening for and Personalizing Prevention of Adolescent Depression

“…Universal depression screening, based presently on current symptom measures, needs to do more than merely identify youths at risk; better and more incrementally valid approaches exist and supersede current depression screening (e.g., Cohen et al, 2019). Establishing a tighter and more seamless connection between screening and intervention is needed to elucidate who is most susceptible, inform who is most likely to benefit from particular interventions, and assist in allotment of precious health-care resources (Garber, Korelitz, & Samanez-Larkin, 2012). Hankin, Young, Gallop, and Garber (2018) addressed these points, focusing on a suite of theoretically based, empirically supported cognitive and interpersonal risks for youth depression.…”