Disorders - depressive disorders
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
Bruno, A., Celebre,
L., Torre, G., Pandolfo, G., Mento, C., Cedro, C., Zoccali, R. A., Muscatello, M. R. A.
The inclusion of the Disruptive Mood
Dysregulation Disorder (DMDD) in the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5), under the category of depressive
disorders, provides a diagnosis for those children and adolescents with severe persistent irritability and temper outbursts, once misdiagnosed as
Bipolar Disorders. The main and constantly present features of DMDD are chronic, non-episodic and persistent irritability, and temper tantrums
disproportionate with the trigger. DMDD is characterized by high rates of comorbidity with other psychiatric disorders. Its main clinical
manifestations overlap with Oppositional Defiant Disorder, Conduct Disorder, and Attention-Deficit/Hyperactivity Disorder. For this diagnostic
overlap and the increasing use of pharmacological treatments in children and adolescents, the inclusion of DMDD diagnosis has been subjected to many
criticisms. Since it is a new diagnostic entity, literature on DMDD prevalence, epidemiology, risk factors, and treatment guidelines, is still sparse
and unclear. The aim of this review is to collect and analyze the literature on DMDD diagnostic criteria and main hallmarks, with particular
attention to comorbidities and treatment options. Copyright © 2019 Elsevier B.V.
Psychiatry
Research., :
- Year: 2019
- Problem: Depressive Disorders
- Type: Systematic reviews
-
Stage: Disorder established (diagnosed disorder)
-
Treatment and intervention: Biological Interventions
(any)
Xue, H. W., Hu, J. C., Zhu, J., Sang, S. H.
Background : Depression is the first killer of mental health.
According to the latest epidemiological survey, the occurrence of depression among university students in China is as high as 23.66%. University
students are more and more disturbed by depression and an effective intervention is needed to alleviate such depression. It is important, urgent and
practical for the universities and colleges to take effective measures to prevent the occurrence of the students' depression and improve their
mental health. Taijiquan, as the most representative traditional health- preserving method in China and a systemically aerobic exercise integrating
bodybuilding, mind- improving and behavior adjusting, can bring good effect of relaxing body and mind. Method : The self- rating depression scale was
used to screen the 2016 college students in Henan Polytechnic University. 60 college students with depression were selected with SDS score greater
than 53. They were randomly divided into three groups, i.e. the movement & psychological adjustment group, the movement group and the control group,
with 20 patients in each group. Subjects were asked to maintain their original lifestyle during the experiment. At the same time, the experiment
compares the different effects on depression with or without psychological adjustment. Result : The experiment shows that Taijiquan has good effect
on preventing depression, but Taijiquan in combination with psychological adjustment can bring even better health effect than just practicing
Taijiquan. Taijiquan, fitness qigong and other traditional Chinese methods produce a healthy effect by means of adjusting body, mood and mind.
However, nowadays people often ignore the exercise of mind, only pay attention to the body shape, movement training, so that the health effect is
greatly reduced. Mind- adjusting practice should be divided into mind- keeping, thinking, keeping quiet and mind- guarding, which is the
psychological activity of shifting consciousness to a real thing in subjective sense, with the aim of eliminating irrelevant thoughts and inducing
feelings. Thinking is the mental activity of imagining a particular scene to be clearly visible and experiencing its state, aiming to eliminate
irrelevant thoughts and induce feelings as well, but the more emphasis is on the induced feeling. Keeping quiet is the gradual elimination of all
mental activities of the psychological process, so that the mind and body come back to a completely natural state. Conclusion : Taijiquan Combined
with Psychological Adjustment is a good way to prevent depression among college students.
Basic and Clinical
Pharmacology and Toxicology, 124 (Supplement 3) : 377
- Year: 2019
- Problem: Depressive Disorders
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Psychological Interventions
(any), Other Psychological Interventions, Mind-body exercises (e.g. yoga, tai chi, qigong), Physical activity, exercise
Garaigordobil, M., Jaureguizar, J., Bernaras, E.
The study aimed to design and evaluate a program for the prevention of childhood depression (\"Pozik-Bizi\" [in
English, \"Live-Happily\"]), comparing its effects with a socio-emotional intervention program based on cooperative play. The sample comprised 420
students aged 7 to 10years from the Basque Country, 51.9% were randomly assigned to the experimental condition (\"Pozik-Bizi\") program and 48.1% to
the control group (\"Play program\"). Using a pretest-posttest repeated measures experimental design, 7 evaluation instruments were administered.
When comparing the two interventions, it was confirmed that those who participated in the \"Pozik-Bizi\" program significantly decreased their level
of clinical maladjustment, school maladjustment, emotional, and behavioral problems, and they increased positive behaviors that inhibit depression.
However, the cooperative play program improved self-concept and social skills significantly more than the \"Pozik-Bizi\" program. The effect size in
all the variables was small. The discussion analyzes the effectiveness of specific programs of prevention of childhood depression versus global
programs of social-emotional development. This work provides a program to prevent childhood depression that has been shown to be effective in the
reduction of clinical variables. In addition, this study confirms the positive potential of programs of cooperative play, to increase self-concept
and social skills.
The Journal of psychology, 153(2) : 127-140
- Year: 2019
- Problem: Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions
(any), Cognitive & behavioural therapies (CBT)
Garmy, P., Clausson, E. K., Berg, A., Steen-Carlsson, K., Jakobsson, U.
AIM: The aim of this study was to investigate the feasibility and cost-utility of a
school-based cognitive-behavioral (CB) depression prevention program. METHOD(S): A quasi-experimental trial with an intervention group and a control
group, with follow-up measurements obtained at three and 12 months after baseline, was conducted. The setting was six Swedish municipalities. The
participants were students in grade 8 (median age: 14). A total of 462 students (79% girls) were allocated to the school-based CB prevention program,
and 486 students (46% girls) were allocated to the control group. The school-based CB prevention program, Depression in Swedish Adolescents (DISA),
was presented by school health service staff and teachers once per week for 10 weeks. RESULT(S): The main outcome measures were self-reported
depressive symptoms and self-rated health; the secondary outcome measures were adherence and cost-utility. The intervention group decreased their
self-reported depressive symptoms (as measured by the Center for Epidemiological Studies Depression Scale) and improved their self-rated health (as
measured by the visual analog scale) at the 12-month follow-up more than the control group ( p < .05). CONCLUSION(S): Given the challenges of
conducting a study in a complex, everyday school setting with baseline differences between the intervention and control group, it is difficult to
make accurate interpretations of the effectiveness of the intervention. However, with these limitations in mind, the results indicate that the DISA
program is a feasible school-based prevention program.
Scandinavian journal of public health, 47(2) : 182-
189
- Year: 2019
- Problem: Depressive Disorders
- Type: Controlled clinical trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions
(any), Cognitive & behavioural therapies (CBT)
Maneeton, N., Maneeton, B., Puthisri, S., Woottiluk,
P.
Background Previous evidences suggested that escitalopram was efficacious in the treatment of major depressive disorder
(MDD) in children and adolescents. However those clinical trials had small sample sizes. Hence, a systematic review, a more powerful means to assess
the true effect size, was possibly strategic method to determine the efficacy, acceptability and tolerability of escitalopram in the treatment of
such MDD patients. Objectives The purpose of study was systematically review the efficacy, acceptability and tolerability of escitalopram, as
comparison with placebo, in treatment of children and adolescents with MDD. Study eligibility criteria, participants, and interventions Included RCTs
of escitalopram in the acute treatment of child and adolescent patients with MDD had to illustrate the end point outcomes relevant to: (i) severity
of MDD, (ii) response or remission rates, (iii) overall discontinuation rate, or (iv) discontinuation rate due to adverse events. Limitation of
languages was not applied. Study appraisal and synthesis methods The titles and abstracts gathered from such electronic databases were examined.
Then, the full-text versions of relevant studies were thoroughly evaluated and extracted. The Cochrane Collaboration's tool for assessing risk of
bias was applied for evaluating the risk of bias. The primary efficacy was the pooled mean changed scores of the rating scales for the Children's
Depression Rating Scale-Revised (CDRS-R). However, the pooled mean-changed scores of the Clinical Global Impressions-Severity (CGI-S) and Children's
Global Assessment Scale (CGAS), mean endpoint score of the Clinical Global Impressions-Improvement (CGI-I), response rate, overall discontinuation
rate and discontinuation rate due to adverse events were also calculated. Relative risks (RRs), and weighted mean differences (WMDs) or standardized
mean differences (SMDs) with 95% confidence intervals (CIs) were determined by using a random effect model. Results A total of 580 randomized
patients in two RCTs2,3 were included in this review. The CDRS-R rating scale was used to assess severity of depression in all RCTs. The pooled
mean-changed score of CDRS-R score in the escitalopram-treated group had significantly greater than that of the placebo-treated group with WMD (95%
CI) of -2.46(-4.83, -0.09), I2 = 0%. Additionally, the pooled mean-changed score of CGI-S and CGAS in the escitalopram-treated group were also
significantly different from the placebo-treated group with WMD (95% CI) of -0.35(-0.57, -0.12), I2 = 0% and 2.56(0.37, 4.75), I2 = 0%, respectively.
Additionally, the pooled response of the escitalopram-treated group had significantly greater that of the placebo-treated group with RRs (95% CI) of
1.22(1.03, 1.44), I2 = 0%. However, the pooled overall discontinuation rate and the discontinuation rate due to adverse events was not significant
different between the two groups with RRs (95% CI) of 1.37(0.97, 1.93), I2 = 0% and 1.88(0.44, 8.03), I2 = 0%, respectively. Limitations This review
included a limited number of studies. Conclusions According to limited evidences, escitalopram is effective in the treatment of MDD in children and
adolescents. However, the acceptability and tolerability of escitalopram were comparable to placebo. Therefore, the short term treatment of children
and adolescents with MDD with escitalopram may be beneficial. However, further well-defined study should be conducted to confirm these outcomes.
Disclosure statement: Benchalak Maneeton received honoraria and/or travel reimbursement from Lundbeck, Pfizer and Servier. Narong Maneeton received
travel reimbursement from Lundbeck and Pfizer. Suwannee Puthisri, and Pakapan Woottiluk had no potential conflicts of interest. Copyright © 2018
European Neuropsychopharmacology, 29 (Supplement 1) : S362-
S363
- Year: 2019
- Problem: Depressive Disorders
- Type: Systematic reviews
-
Stage: Disorder established (diagnosed disorder)
-
Treatment and intervention: Biological Interventions
(any), Selective serotonin reuptake inhibitors (SSRIs), Antidepressants
(any)
Rafique, R., Anjum, A., Raheem, S. S.
The study empirically investigated the idea that Quranic verses (Surah Al-Rehman) can help
manage depression. Abdullah Ibn Mas'ud (radiAllahu anhu) reported that the Prophet (salAllahu alayhi wasalam) said, \"Everything has an adornment,
and the adornment of the Qur'an is Surah Al-Rehman.\" Surah Al-Rehman is the most rhythmic surah of the Quran, so it was used for our experimental
study. The idea of the study was drawn from the premise that music therapy helps reduce depression. The objective of the present study was to
investigate the efficacy of Surah Al-Rehman for managing depression in Muslim women admitted for treatment of major depressive disorder in a
psychiatry ward of a government hospital. It was hypothesized that women diagnosed with severe depression in the treatment group will have reduced
level of depression as compared to control group at post-assessment level. It was further hypothesized that the amount of decrease in depression in
treatment group at the post-assessment level will be greater as compared to the control group. A purposive sample of 12 female patients diagnosed
with depression was randomly assigned to the treatment group (n = 6) and control group (n = 6). Assessment was done at pre- and post-level by using
Beck Depression Inventory-II. Both groups did not significantly differ on pre-assessment depression scores. Twelve structured group sessions of 22
min, two times a day, were conducted for a period of 4 weeks with the groups. Treatment group was made to listen to Surah Al-Rehman recited by Qari
Abdul Basit, and control group was exposed to music used for relaxation and treatment of depression. Wilcoxon signed ranks test was used to find the
within-group differences between pre- and post-assessment scores. Both groups had decreased level of depression at post-assessment level, so it was
important to assess if there was any difference in level of decrease. Mann-Whitney U test for comparison of groups on level of decrease at the post-
assessment level endorsed that treatment group had significantly greater decrease than control group on depression. Our study highlights the efficacy
of Surah Al-Rehman as a remedy to reduce depression. The Holy Quran intones, \"This sacred book is 'shifa' for its followers.\" Hence, we recommend
that researchers should focus on finding remedies for other psychological and physical diseases from Quranic verses. An exploration of possible
mechanism (such as activated cognitions or associated emotions while listening to Quran) through which effects of recitation are reached, can also be
subject of investigation for forthcoming studies.
Journal of Religion &
Health, 58(2) : 516-526
- Year: 2019
- Problem: Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Disorder established (diagnosed disorder)
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Creative expression: music, dance, drama, art, Other complementary & alternative
interventions