Youth Cognitive-Behavioral Depression Prevention: Testing Theory in a Randomized Controlled Trial

Brunwasser, Steven M.; Freres, Derek R.; Gillham, Jane E.

doi:10.1007/s10608-018-9897-6

Cited by 15 publications

(9 citation statements)

References 66 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Although there are studies with depressed adults investigating the association between CBT skill use and depressive symptom change (e.g., Hawley et al, 2017; Jarrett, Vittengl, Clark, & Thase, 2011, 2013; Strunk, Hollars, Adler, Goldstein, & Braun, 2014; Webb, Beard, Kertz, Hsu, & Björgvinsson, 2016), no study has tested the extent to which depressed adolescents acquire cognitive and behavioral skills in CBT and, critically, whether these skills predict symptom change. Although not focused on treatment, related research on cognitive-behavioral depression prevention programs suggests that their beneficial effects may, in part, be mediated by the acquisition of cognitive–behavioral skills (Brunwasser, Freres, & Gillham, 2018).…”

mentioning

confidence: 99%

Cognitive versus behavioral skills in CBT for depressed adolescents: Disaggregating within-patient versus between-patient effects on symptom change.

Webb¹,

Stanton²,

Bondy³

et al. 2019

Journal of Consulting and Clinical Psychology

View full text Add to dashboard Cite

Objective: Despite a growing body of research supporting the efficacy of cognitive-behavioral therapy (CBT) for depressed adolescents, few studies have investigated the role of the acquisition and use of CBT skills in accounting for symptom improvement. The present study examined the role of cognitive versus behavioral skills in predicting symptom improvement in depressed youth. Analyses considered different raters of patient skills (patient vs. therapist) as well as disaggregated between-patient versus within-patient effects. Method: Data were derived from a 12-week clinical trial of CBT for depressed adolescent females (N ϭ 33; ages 13-18 years; 69.7% White). Both therapist-report and patient-report measures of CBT skills (skills of cognitive therapy) were acquired at 5 time points throughout therapy: Sessions 1, 3, 6, 9, and 12. Depressive symptoms (Beck Depression Inventory-II) were assessed at every session. Results: Therapist and patient ratings of CBT skills showed small to moderate associations (rs ϭ .20 -.38). Intraclass correlation coefficients indicated that the majority of the variance in skills scores (61-90%) was attributable to withinpatient variance from session to session, rather than due to between-patient differences. When disaggregating within-patient and between-patient effects, and consistent with a causal relationship, within-patient variability in both patient-rated (b ϭ Ϫ2.55; p ϭ .025) and therapist-rated (b ϭ Ϫ2. 41; p ϭ .033) behavioral skills predicted subsequent symptom change. Conclusions: Analyses highlight the importance of the acquisition and use of behavioral skills in CBT for depressed adolescents. Findings also underscore the importance of disentangling within-patient from betweenpatient effects in future studies, an approach infrequently used in process-outcome research. What is the public health significance of this article?A growing body of research supports the efficacy of cognitive-behavioral therapy for depressed adolescents. However, no study has tested the extent to which depressed adolescents acquire cognitive and behavioral skills in cognitive-behavioral therapy and, critically, whether these skills predict symptom improvement. The present study suggests that the acquisition and use of behavioral-but not cognitiveskills predicts symptom change.

show abstract

mentioning

confidence: 99%

Cognitive versus behavioral skills in CBT for depressed adolescents: Disaggregating within-patient versus between-patient effects on symptom change.

Webb¹,

Stanton²,

Bondy³

et al. 2019

Journal of Consulting and Clinical Psychology

View full text Add to dashboard Cite

show abstract

“…Negative styles of thinking such as pessimistic or hopeless explanatory styles predicts depression (Lakdawalla et al, 2007 ) and interventions that modify pessimistic explanatory style and other negative thinking styles have effects on depression (e.g., Horowitz and Garber, 2006 ). Furthermore, some studies have found initial evidence suggesting that improvement in explanatory style mediates intervention effect on depressive symptoms in children (Yu and Seligman, 2002 ; Brunwasser et al, 2018 ). In depression, a reduction in cognitive negative thoughts, especially perfectionism, has been found to be an important mediator among depressed adolescents (Stice et al, 2010 ).…”

Section: Mediators Related To the Components In The Echo Studymentioning

confidence: 99%

Inside the Clockwork of the ECHO Factorial Trial: A Conceptual Model With Proposed Mediators for Prevention of Emotional Problems in Children

et al. 2021

View full text Add to dashboard Cite

Having interventions that are not only evidence-based and effective but also cost-effective and efficient is important for the prevention and treatment of child and adolescent emotional problems. A randomized clinical trial (RCT) tests the total interventions effect but does not address specific components of the intervention. In this article the hypothesis and a conceptual model of the ECHO study are presented and discussed. The ECHO intervention consists of three different components each containing two levels of intervention. By using a cluster randomized factorial design, children aged 8–12 at 40 schools across Norway will be randomized to eight different experimental conditions investigating the optimal balance between effect, cost-effectiveness, and efficiency. The article presents the design and the different components being tested and discusses how optimalization can be reached through this innovative design. The article also discusses how interventions can be improved by investigating and understanding the mechanisms of change within psychological interventions. For each of the three components in the study we consider the mediators that could be active within the intervention and how the study investigates such mediation. The results will contribute to a better understanding of how psychological interventions work and how we intend to optimize the EMOTION intervention.

show abstract

“…Substantial and sustained efforts have been made over many decades to develop and evaluate evidence-based treatment for depression in children and adolescence ( 18 ). Besides treatment, researchers have also investigated programs and initiatives designed to prevent depression onset in children and adolescents ( 19 – 22 ). When implementing a prevention program, it is critical to identify the sources of heterogeneity in intervention effects and to attempt to bolster the impact of interventions.…”

Section: Introductionmentioning

confidence: 99%

Is Teachers' Depression Contagious to Students? A Study Based on Classes' Hierarchical Models

2022

Front. Public Health

View full text Add to dashboard Cite

BackgroundAccording to the theory of emotional contagion, emotions in one person can trigger similar emotions in groups within social networks. In schools, the class just like a small social network, that teachers' emotion, such as depression, might be contagious to their students. However, until now there is few studies reporting this issue. This study aims to explore whether teachers' depression be contagious to students and what mechanics behind the phenomenon.MethodsUsing Children's depression and cognitive scales to assess 2,579 students, meanwhile using teachers' depression and emotional labor scales assess 529 teachers. The nested data from 112 classes were analyzed.ResultsTeachers' depression was positively correlated with emotional labor surface and deep acting, and teachers' depression cross-level predicted students' depression inversely. For teachers with higher levels of depression, the teacher's deep acting affected their students' depression significantly, the more effortful the teachers' deep acting, the lower the degree of the students' depression, however, for teachers with lower levels of depression, the deep acting was not significant.ConclusionThe results maybe state that depression in teachers is not readily transmitted to students, one of reasons is that teachers' emotional labor may alleviate the influence of their depression on students. However, considered that teachers' emotional labor was positively correlated with their depression, the teachers' emotional labor may be like a double-edged sword, while alleviating the influence of teachers' depression on students, it also deteriorated their own depression, making it impossible sustainable. For students' depression interventions based in school, including teachers maybe a better selection.

show abstract

Youth Cognitive-Behavioral Depression Prevention: Testing Theory in a Randomized Controlled Trial

Cited by 15 publications

References 66 publications

Cognitive versus behavioral skills in CBT for depressed adolescents: Disaggregating within-patient versus between-patient effects on symptom change.

Cognitive versus behavioral skills in CBT for depressed adolescents: Disaggregating within-patient versus between-patient effects on symptom change.

Inside the Clockwork of the ECHO Factorial Trial: A Conceptual Model With Proposed Mediators for Prevention of Emotional Problems in Children

Is Teachers' Depression Contagious to Students? A Study Based on Classes' Hierarchical Models

Contact Info

Product

Resources

About