Treating depressive symptoms in schoolchildren

Abstract

Although studies on sub-threshold depression in childhood and adolescence have demonstrated an at risk profile that merits further attention, only few investigators examined the impact of therapy with these children. In this study, twenty elementary schoolchildren (aged 10-12) with moderate depressive symptoms were randomly assigned to an eighteen-session cognitive-behavioural treatment programme or to a waiting list (WL) control group (= Study 1). The key components of the programme "Taking Action" used in the study were: affective education, problem-solving, cognitive restructuring and engaging in enjoyable activities. Child self-reports and parent reports were used to evaluate the outcome. Paired t-tests comparing the 4-months follow-up results with baseline measurements, revealed a significant improvement on the Children Depression Inventory and on the Self-Perception Profile for Children, but only in the treatment group. Afterwards, the WL control group was treated as well. All children were followed in a long-term follow-up study (= Study 2). Analyses at the 12 month stage of the follow-up study showed a further improvement of the scores on the Self-Perception Profile. Moreover, a significant decrease was found on the Children Depression Inventory, the State-Trait Anxiety Inventory and the Child Behaviour Checklist parent measure. It was concluded that the protocol is suitable for European children. The most remarkable findings in this pilot study are discussed.

CBT for Children with Depressive Symptoms: A Meta-Analysis

“…The mean age of the participants was 10.5 years (range 9.2 -12.7 years). In six studies, all participants were , 13 years of age (Asarnow et al, 2002;Butler et al, 1980;de Cuyper et al, 2004;Liddle & Spence, 1990;Stark et al, 1987;Weisz et al, 1997). In two studies, there were participants who were up to 14 years of age (Kahn & Kehle, 1990;Nelson, Barnard, & Cain, 2003).…”

“…A recent meta-analysis concluded that CBT and interpersonal therapy are probably efficacious when compared to no treatment, but the authors qualified their findings by noting that it was likely that the effect seen in their analysis was restricted to children 12 -18 years of age (Watanabe et al, 2007). Furthermore, in most published studies the children have not been diagnosed (Asarnow, Scott, & Mintz, 2002;Butler et al, 1980;de Cuyper, Timbremont, Braet, De Backer, & Wullaert, 2004;Liddle & Spence, 1990;Stark et al, 1987;Weisz, Thurber, Sweeney, Proffitt, & LeGagnoux, 1997) and in a number of studies prevention samples have been included (e.g., Gillham, Reivich, Jaycox, & Seligman, 1995;Jaycox, Reivich, Gillham, & Seligman, 1994). Including prevention samples, however, may hamper the generalizations to be made, as they seem to have greater gains from treatment as compared to clinical samples (Klein, Jacobs, & Reinecke, 2007).…”

Developing a model of mental health self-care support for children and young people through an integrated evaluation of available types of provision involving systematic review, meta-analysis and case study

“…128 General well-being data were obtained solely from child self-report and in only three studies. 51,87,107 Self-esteem data were collected by child self-report in 10 studies 51,57,[60][61][62][63][64]106,[129][130][131]134,136 and from a parent in one study. [129][130][131] Full details of the outcome measures extracted for each study can be found in Appendix 6; for a summary of the number of outcome measures of each type, see Table 4.…”

Pharmacotherapy and psychotherapy of pediatric depression

“…The different components of CBT --including affective regulation, problem-solving, cognitive restructuring, and engaging in enjoyable activities --tailored to school-age children appear promising [89]. Other forms of therapies using group format appear feasible and efficacious as a treatment of mild to moderate prepubertal depression [90].…”

“…CBT has been adapted for use in school-age children [89][90][91]. The different components of CBT --including affective regulation, problem-solving, cognitive restructuring, and engaging in enjoyable activities --tailored to school-age children appear promising [89].…”