Disorders - depressive disorders
Silk,
Jennifer S., Price, Rebecca B., Rosen, Dana, Ryan, Neal D., Forbes, Erika E., Siegle, Greg J., Dahl, Ronald E., McMakin, Dana L., Kendall, Philip C., Ladouceur, Cecile D.
Objective:
Children who are fearful and anxious are at heightened risk for developing depression in adolescence. Treating anxiety disorders in pre-/early
adolescence may be one mechanism through which depressive symptoms later in adolescence can be prevented. We hypothesized that anxious youth who
responded positively to cognitive-behavioral therapy (CBT) for anxiety would show reduced onset of depressive symptoms 2 years later compared to
treatment nonresponders, and that this effect would be specific to youth treated with CBT compared to an active supportive comparison treatment.
Method: Participants were 80 adolescents ages 11 to 17 years who had previously completed a randomized trial comparing predictors of treatment
response to CBT and child-centered therapy (CCT). Youth met DSM-IV criteria for generalized, separation, and/or social anxiety disorder at the time
of treatment. The present study was a prospective naturalistic 2-year follow-up examining trajectories toward depression, in which participants were
reassessed for depressive symptoms 2 years after anxiety treatment. Treatment response was defined as a 35% reduction in independent evaluator-rated
anxiety severity on the Pediatric Anxiety Rating Scale after treatment. Results: As hypothesized, lower levels of depressive symptoms were observed
in anxious youth who responded to CBT for anxiety (beta = -0.807, p = .004) but not CCT (beta = 0.254, p = .505). Sensitivity analyses showed that
the effects were driven by girls. Conclusion: Findings suggest that CBT for anxiety is a promising approach to preventing adolescent depressive
symptomatology, especially among girls. The results highlight the need for better early screening for anxiety and better dissemination of CBT
programs targeting anxiety in youth. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
Journal of the American Academy of Child &
Adolescent Psychiatry, 58(3) : 359-367
- Year: 2019
- Problem: Anxiety Disorders (any), Generalized Anxiety Disorder, Social phobia (social anxiety disorder), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Disorder established (diagnosed disorder), At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Cognitive & behavioural therapies (CBT), Supportive
therapy, Other Psychological Interventions
Young, J.F., Jones, J.D., Sbrilli, Marissa D., Benas, J.S., Spiro, C.N., Haimm, C.A., Gallop, R., Mufson, L., Gillham, J.E.
Adolescence represents a
vulnerable developmental period for depression and an opportune time for prevention efforts. In this study, 186 adolescents with elevated depressive
symptoms (M age = 14.01, SD = 1.22; 66.7% female; 32.2% racial minority) were randomized to receive either Interpersonal Psychotherapy-Adolescent
Skills Training (IPT-AST; n = 95) delivered by research clinicians or group counseling (GC; n = 91) delivered by school counselors. We previously
reported the short-term outcomes of this school-based randomized controlled trial: IPT-AST youth experienced significantly greater improvements in
depressive symptoms and overall functioning through 6-month follow-up. Here, we present the long-term outcomes through 24 months postintervention. We
examined differences in rates of change in depressive symptoms and overall functioning and differences in rates of depression diagnoses. Youth in
both conditions showed significant improvements in depressive symptoms and overall functioning from baseline to 24-month follow-up, demonstrating the
efficacy of school-based depression prevention programs. However, the two groups did not differ in overall rates of change or in rates of depression
diagnoses from baseline to 24-month follow-up. Although IPT-AST demonstrated advantages over GC in the short term, these effects dissipated over
long-term follow-up. Specifically, from 6- to 24-month follow-up, GC youth showed continued decreases in depressive symptoms, whereas IPT-AST youth
showed a nonsignificant increase in symptoms. GC youth remained relatively stable in overall functioning, whereas IPT-AST youth experienced a small
but statistically significant worsening in functioning. This study highlights the potential of school-based depression prevention efforts and the
need for further research. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
Journal of Clinical Child and Adolescent Psychology, 48(Suppl 1) : S362-
S370
- Year: 2019
- Problem: Depressive Disorders
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Interpersonal therapy (IPT), Skills training, Supportive
therapy
David, O. A., Cardos, R. A. I., Matu, S.
Therapeutic games represent a promising
solution for addressing emotional difficulties in youths. The aim of the present study was to investigate the effectiveness of the REThink game, in
helping children and adolescents, to develop psychological resilience. Therefore, 165 children aged between 10 and 16 years were randomly assigned in
one of the three groups: 54 participants in the REThink condition, 55 participants in the Rational Emotive Behavior Education condition, and 56
participants in the waitlist condition.
European Child & Adolescent
Psychiatry, 28(1) : 111-122
- Year: 2019
- Problem: Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions
(any), Other Psychological Interventions, Technology, interventions delivered using technology (e.g. online, SMS)
Black, S.R., Blampied, N., Arnold, L., Fristad, M.A.
Using both group (nomothetic) and individual (idiographic) approaches to measuring clinical change may provide more information
about the effectiveness of an intervention than either approach alone. The current study re-examined previously published data from two randomized
clinical trials of omega-3 fatty acids and Individual-Family Psychoeducational Psychotherapy as treatment for mood disorders in youth, using modified
Brinley plots, a method of illustrating individuals' treatment response in the context of group information. Although the original nomothetic
approach provided information about the average effect of treatment, modified Brinley plots gave more information about individual children's
outcomes. Practicing clinicians in particular could use modified Brinley plots to track treatment trajectories and outcomes for specific clients and
subsequently use these data to inform treatment planning. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
Clinical Psychology: Science and Practice, 26(1) : 1-
17
- Year: 2019
- Problem: Depressive Disorders
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention), Disorder established (diagnosed disorder)
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Psychological Interventions
(any), Psychoeducation, Fish oil (Omega-3 fatty acids), Omega 3 fatty
acids (e.g. fish oil, flax oil)
Levinson, J., Kohl, K., Baltag, V., Ross, D. A.
Schools are the only institution regularly reaching the
majority of school-age children and adolescents across the globe. Although at least 102 countries have school health services, there is no rigorous,
evidence-based guidance on which school health services are effective and should be implemented in schools. To investigate the effectiveness of
school health services for improving the health of school-age children and adolescents, a systematic review of systematic reviews (overview) was
conducted. Five databases were searched through June 2018. Systematic reviews of intervention studies that evaluated school-based or school-linked
health services delivered by a health provider were included. Review quality was assessed using a modified Ballard and Montgomery four-item
checklist. 1654 references were screened and 20 systematic reviews containing 270 primary studies were assessed narratively. Interventions with
evidence for effectiveness addressed autism, depression, anxiety, obesity, dental caries, visual acuity, asthma, and sleep. No review evaluated the
effectiveness of a multi-component school health services intervention addressing multiple health areas. From the limited amount of information
available in existing systematic reviews, the strongest evidence supports implementation of anxiety prevention programs, indicated asthma education,
and vision screening with provision of free spectacles. Additional systematic reviews are needed that analyze the effectiveness of comprehensive
school health services, and specific services for under-researched health areas relevant for this population. Copyright © 2019 Levinson et al. This
is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and
reproduction in any medium, provided the original author and source are credited.
PLoS ONE, 14 (6) (no
pagination)(e0212603) :
- Year: 2019
- Problem: Anxiety Disorders (any), Post Traumatic Stress Disorder, Depressive Disorders
- Type: Systematic reviews
-
Stage: At risk (indicated or selected prevention), Universal prevention, Disorder established (diagnosed disorder)
-
Treatment and intervention: Psychological Interventions
(any), Cognitive & behavioural therapies (CBT), Other Psychological Interventions
Ssegonja, R., Nystrand, C., Feldman, I., Sarkadi, A., Langenskiold, S., Jonsson,
U.
Depression contributes about 2% to the global burden of disease. A first onset of depressive disorder
or subsyndromal depressive symptoms is common in adolescence, indicating that early prevention is a priority. However, trials of preventive
interventions for depression in youths show conflicting results. This systematic review and meta-analysis investigated the effectiveness of group-
based cognitive behavioral therapy (GB-CBT) as a preventive intervention targeting subsyndromal depression in children and adolescents. In addition,
the impact of different covariates (type of comparator and use of booster sessions) was assessed. Relevant articles were identified from previous
systematic reviews, and supplemented with an electronic search spanning from 01/09/2014 to 28/02/2018. The retrieved articles were assessed for
eligibility and risk of bias. Relevant data were extracted. Intervention effectiveness was pooled using a random-effects model and the impact of
covariates assessed using meta-regression. 38 eligible articles (34 trials) were obtained. The analysis showed GB-CBT to significantly reduce the
incidence (relative risk 0.43, 95% CI 0.21-0.87) and symptoms (Cohen's d -0.22, 95% CI -0.32 to -0.11) of depression at post-test compared to all
controls. Comparisons with passive comparators suggested that the effect decayed over time. However, compared to active controls, a significant
intervention effect was evident only after 12 month or more. Our results suggest that the preventive effect of GB-CBT wears off, but still lasts
longer than the effect of active comparators. Only a few studies included booster sessions, precluding firm conclusions. Future studies should
clarify to what extent maintenance strategies can prolong the preventive effect of GB-CBT. Copyright © 2018 Elsevier Inc.
Preventive Medicine, 118 : 7-
15
- Year: 2019
- Problem: Depressive Disorders
- Type: Systematic reviews
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Cognitive & behavioural therapies (CBT)
Makover,
H., Adrian, M., Wilks, C., Read, K., Stoep, A. V., McCauley, E.
This study examined the impact of a school-based indicated prevention program
on depression and anxiety symptoms for youth during the transition from middle to high school. The High School Transition Program (HSTP) was designed
to build social and academic problem-solving skills and engagement during this period of particular vulnerability for adolescents. Students (N=2664)
at six middle schools in the Pacific Northwest completed a universal emotional health screening during the second half of the 8th grade year, and
those with elevated depression scores and low conduct problem scores were invited to participate in the trial. Eligible students (N=497) were
randomized to either the HSTP (N=241) or control (N=256) conditions. Depression and anxiety symptoms were measured at five time points over an 18-
month period using validated self-report measures. Hierarchical linear modeling was used to assess prevention effects and moderators such as baseline
symptoms, race, and sex. Results suggested that students randomized to the HSTP group had accelerated rate of reduction in depressive symptoms over
time (d=.23) relative to the control group. Students randomized to the HSTP group also had significantly faster rates of change of anxiety scores
(d=0.25). Baseline anxiety severity, race, and sex did not differentially impact the trajectories of symptom outcomes between conditions.
Implications for prevention efforts during this normative but stressful period of transition for youth are discussed. ClinicalTrials.gov registration
number is NCT00071513.
Prevention
Science, 20(4) : 499-509
- Year: 2019
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Skills training, Other Psychological Interventions
Jones, M. G., Rice, S. M., Cotton, S. M.
Introduction As interest in Animal-Assisted Interventions (AAI) grows, there is
increasing need to differentiate informal activities from formal and professionally directed therapies, including mental health focussed Canine-
Assisted Psychotherapy (CAP). There have been no reviews focusing exclusively on CAP and the distinct developmental period of adolescence. The aims
of this study were to identify the characteristics of CAP interventions, their impacts and their acceptability, tolerability and feasibility for
adolescents with mental health disorders. Method A systematic review identified studies incorporating canines into mental health treatments for
adolescents aged 10-19 years. Studies reporting qualitative or quantitative psychological or psychosocial outcomes were included. Results Seven
studies were scrutinised. Intervention characteristics varied, including a range of formats, settings, locations, doses, and facilitators.
Information on the role of the canines in sessions was sparse. CAP had a positive impact on primary diagnoses and symptomatology, conferring
additional benefits to standard treatments for internalising disorders, post-traumatic stress disorder, and equivalent effects for anxiety, anger and
externalising disorders. CAP was associated with positive impacts on secondary factors including increased engagement and socialisation behaviours,
and reductions in disruptive behaviours within treatment sessions. Global functioning also improved. There was insufficient evidence that CAP
improved factors associated with self-esteem, subjective wellbeing, or coping. Good attendance and retention rates indicated high levels of
acceptability. Moderate to high tolerability was also indicated. Feasibility may be limited by additional training and logistical requirements.
Recommendations We recommend the development of theoretically informed, standardised (manualised) intervention protocols that may subsequently form
the basis of efficacy and effectiveness testing. Such protocols should clearly describe canine-participant-facilitator interactions via a for-malised
nomenclature; spontaneous (animal-led), adjunctive (facilitator-led), and experiential (participant-led). Conclusions There is emerging evidence to
suggest that CAP improves the efficacy of mental health treatments in self-selected adolescent populations via reductions in primary symptomatology,
and via secondary factors that improve therapeutic processes and quality, such as engagement and retention. Copyright © 2019 Jones et al. This is an
open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and
reproduction in any medium, provided the original author and source are credited.
PLoS ONE, 14 (1) (no
pagination)(e0210761) :
- Year: 2019
- Problem: Anxiety Disorders (any), Post Traumatic Stress Disorder, Depressive Disorders
- Type: Systematic reviews
-
Stage: Disorder established (diagnosed disorder), At risk (indicated or selected prevention)
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Other complementary & alternative
interventions
Ezegbe, B. N., Eseadi, C., Ede, M. O., Igbo, J. N., Anyanwu, J. I., Ede, K. R., Egenti, N. T., Nwokeoma, B. N., Mezieobi, D. I., Oforka, T. O., Omeje, G. N., Ugwoezuonu,
A. U., Nwosu, N., Amoke, C. V., Offordile, E. E., Ezema, L. C., Ikechukwu-Ilomuanya, A. B., Ozoemena, L. C.
BACKGROUND: Anxiety is a common disorder which refers
to a significant and persistent fear of one or more social or performance situations. This study investigated the impacts of cognitive-behavioral
intervention on anxiety and depression among undergraduate students enrolled in social science education programs at public universities in the
Southeast Nigeria.\rMETHODS: Participants were 55 undergraduate students enrolled in social science education programs at public universities in the
Southeast Nigeria. The adequacy of the sample size used was determined using GPower software. Cognitive-behavioral treatment manuals on anxiety and
depression were used to deliver the intervention. Data analyses were completed using repeated measures analysis of variance.\rRESULTS: Results
indicated a significant positive impact of cognitive-behavioral intervention on anxiety and depression among social science education students
exposed to the cognitive-behavioral intervention when compared to the waitlisted group. Results also showed that there was a significant time x group
interaction for anxiety and depression. Follow-up tests showed that significant reduction in anxiety and depression persisted after 3 months for the
cognitive-behavioral intervention group in comparison to the waitlisted control group.\rCONCLUSION: We concluded that cognitive-behavioral
intervention was a successful intervention which decreased the symptoms of anxiety and depression in social science education students who
participated in the study. Additional studies are recommended to further corroborate the influence of cognitive-behavioral intervention in the
reduction of anxiety and depressive symptoms in the Nigerian undergraduate student population.
Medicine, 98(15) : e14935
- Year: 2019
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Disorder established (diagnosed disorder)
-
Treatment and intervention: Psychological Interventions
(any), Cognitive & behavioural therapies (CBT)
Green, E.P., Cho, H., Gallis, J., Puffer, E.S.
Background: The objective of
this study was to determine if a school support intervention for adolescent orphans in Kenya had effects on mental health, a secondary outcome.
Methods: In this paper, we analyzed data from a 4-year cluster-randomized trial of a school support intervention (school uniforms, school fees, and
nurse visits) conducted with orphaned adolescents in Siaya County, western Kenya, who were about to transition to secondary school. 26 primary
schools were randomized (1:1) to intervention (410 students) or control (425 students) arms. The study was longitudinal with annual repeated measures
collected over 4 years from 2011 to 2014. We administered five items from the 20-item Center for Epidemiologic Studies Depression Scale Revised, a
self-reported depression screening instrument. Results: The intervention prevented depression severity scores from increasing over time among
adolescents recruited from intervention schools. There was no evidence of treatment heterogeneity by gender or baseline depression status. The
intervention effect on depression was partially mediated by higher levels of continuous school enrollment among the intervention group, but this
mediated effect was small. Conclusions: School support for orphans may help to buffer against the onset or worsening of depression symptoms over
time, promoting resilience among an important at-risk population. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
Journal of Child Psychology and Psychiatry, 60(1) : 54-
62
- Year: 2019
- Problem: Depressive Disorders
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Service Delivery & Improvement, Other service delivery and improvement
interventions
Singh, N., Minaie,
M.G., Skvarc, D.R., Toumbourou, J.W.
School-based mental health intervention programs have
demonstrated efficacy for the prevention and reduction of depressive symptoms, though the effect tends to be variable and is often unsustained
longitudinally. However, it is possible that these intervention programs may have an indirect impact on adolescent functioning via positive
mediators, and that this influence may predict more durable protective benefits. This study evaluated the efficacy of the Resilient Families program
for improving social-emotional skills and depressive symptoms for adolescents over a two-year period. Twenty-four secondary schools in Melbourne,
Australia were randomly allocated to either Resilient Families or a control condition. 1826 students (M = 12.3, SD = .05 years at W1; 56% female)
completed the curricula and subsequent surveys. Inconsistent with hypotheses, analysis with Structural Equation Modelling revealed that the program
had no significant effect on social-emotional skills and these skills had no significant effects on adolescent depressive symptoms. However, family
attendance at parent education events within the intervention schools was associated with longitudinal reductions in depressive symptoms. The
findings highlight the importance of increasing emphasis on family and community protective factors in adolescent social-emotional development and
depression prevention programs. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
Journal of Youth and Adolescence, 48(6) : 1100-
1115
- Year: 2019
- Problem: Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions
(any), Other Psychological Interventions
Harrer, M., Adam, S. H., Baumeister, H., Cuijpers, P., Karyotaki, E., Auerbach, R. P., Kessler, R.
C., Bruffaerts, R., Berking,
M., Ebert, D. D.
OBJECTIVES: Mental health disorders are
highly prevalent among university students. Universities could be an optimal setting to provide evidence-based care through the Internet. As part of
the World Mental Health International College Student initiative, this systematic review and meta-analysis synthesizes data on the efficacy of
Internet-based interventions for university students' mental health. METHOD(S): A systematic literature search of bibliographical databases
(CENTRAL, MEDLINE, and PsycINFO) for randomized trials examining psychological interventions for the mental health (depression, anxiety, stress,
sleep problems, and eating disorder symptoms), well-being, and functioning of university students was performed through April 30, 2018. RESULT(S):
Forty-eight studies were included. Twenty-three studies (48%) were rated to have low risk of bias. Small intervention effects were found on
depression (g = 0.18, 95% confidence interval [CI; 0.08, 0.27]), anxiety (g = 0.27, 95% CI [0.13, 0.40]), and stress (g = 0.20, 95% CI [0.02, 0.38]).
Moderate effects were found on eating disorder symptoms (g = 0.52, 95% CI [0.22-0.83]) and role functioning (g = 0.41, 95% CI [0.26, 0.56]). Effects
on well-being were non-significant (g = 0.15, 95% CI [-0.20, 0.50]). Heterogeneity was moderate to substantial in many analyses. After adjusting for
publication bias, effects on anxiety were not significant anymore. DISCUSSION: Internet interventions for university students' mental health can
have significant small-to-moderate effects on a range of conditions. However, more research is needed to determine student subsets for which
Internet-based interventions are most effective and to explore ways to increase treatment effectiveness. Copyright © 2018 John Wiley & Sons, Ltd.
International journal of methods in psychiatric
research, 28(2) : e1759
- Year: 2019
- Problem: Anxiety Disorders (any), Depressive Disorders, Eating Disorders
(any)
- Type: Systematic reviews
-
Stage: Universal prevention, At risk (indicated or selected prevention), Disorder established (diagnosed disorder)
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions
(any), Cognitive & behavioural therapies (CBT), Technology, interventions delivered using technology (e.g. online, SMS)