Disorders - Depressive Disorders
McKee, L. G., Parent, J., Forehand, R., Rakow, A., Watson, K. H., Dunbar, J. P., Reising, M. M., Hardcastle, E., Compas, B. E.
This study utilized structural equation modeling to examine the associations among parental guilt induction (a form
of psychological control), youth cognitive style, and youth internalizing symptoms, with parents and youth participating in a randomized controlled
trial of a family-based group cognitive-behavioral preventive intervention targeting families with a history of caregiver depression. The authors
present separate models utilizing parent report and youth report of internalizing symptoms. Findings suggest that families in the active condition
(family-based group cognitive-behavioral group) relative to the comparison condition showed a significant decline in parent use of guilt induction at
the conclusion of the intervention (6 months postbaseline). Furthermore, reductions in parental guilt induction at 6 months were associated with
significantly lower levels of youth negative cognitive style at 12 months. Finally, reductions in parental use of guilt induction were associated
with lower youth internalizing symptoms 1 year following the conclusion of the intervention (18 months postbaseline).;
Development & Psychopathology, 26(2) : 319-
332
- Year: 2014
- Problem: Depressive Disorders
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Cognitive & behavioural therapies (CBT)
Micco, J. A., Henin, A., Hirshfeld-Becker, D. R.
This study evaluated the efficacy of a four-session Cognitive Bias Modification-
Interpretation program for 45 depressed adolescents and young adults (14-21 years old; 12 males, 33 females; Beck Depressive Inventory, Second
Edition (greater-than or equal to)14) randomized to an active intervention condition (repeated exposure to positive outcomes of depression-relevant
ambiguous scenarios; n = 23) or a control condition (n = 22). Both conditions experienced reductions on a Test of Interpretation Bias at post-
treatment, with no significant between-group differences. When limited to those with negative bias at baseline, the intervention group showed greater
improvement in interpretation bias at mid- and post-treatment. In addition, the intervention group overall had greater improvements in self-reported
negative cognitions than the control group at post-intervention and two-week follow-up. However, there were no differences between groups in
depression or anxiety symptom change. Potential factors contributing to mixed findings are discussed. (copyright) 2013 Springer Science+Business
Media.
Cognitive Therapy & Research, 38(2) : 89-
102
- Year: 2014
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Attention/cognitive bias
modification
Langford, R., Bonell, CP., Jones, HE., Pouliou, T., Murphy, SM., Waters, E., Komro, KA., Gibbs LF., Magnus, D., Campbell, R.
Background: The World Health Organization's (WHO's)
Health Promoting Schools (HPS) framework is an holistic, settings-based approach to promoting health and educational attainment in school. The
effectiveness of this approach has not been previously rigorously reviewed.Objectives: To assess the effectiveness of the Health Promoting Schools
(HPS) framework in improving the health and well-being of students and their academic achievement.Search methods: We searched the following
electronic databases in January 2011 and again in March and April 2013: Cochrane Central Register of Controlled Trials (CENTRAL), MEDLINE, EMBASE,
PsycINFO, CINAHL, Campbell Library, ASSIA, BiblioMap, CAB Abstracts, IBSS, Social Science Citation Index, Sociological Abstracts, TRoPHI, Global
Health Database, SIGLE, Australian Education Index, British Education Index, Education Resources Information Centre, Database of Education Research,
Dissertation Express, Index to Theses in Great Britain and Ireland, ClinicalTrials.gov, Current controlled trials, and WHO International Clinical
Trials Registry Platform. We also searched relevant websites, handsearched reference lists, and used citation tracking to identify other relevant
articles.Selection criteria: We included cluster-randomised controlled trials where randomisation took place at the level of school, district or
other geographical area. Participants were children and young people aged four to 18 years, attending schools or colleges. In this review, we define
HPS interventions as comprising the following three elements: input to the curriculum; changes to the school's ethos or environment or both; and
engagement with families or communities, or both. We compared this intervention against schools that implemented either no intervention or continued
with their usual practice, or any programme that included just one or two of the above mentioned HPS elements.Data collection and analysis: At least
two review authors identified relevant trials, extracted data, and assessed risk of bias in the trials. We grouped different types of interventions
according to the health topic targeted or the approach used, or both. Where data permitted, we performed random-effects meta-analyses to provide a
summary of results across studies.Main results: We included 67 eligible cluster trials, randomising 1443 schools or districts. This is made up of
1345 schools and 98 districts. The studies tackled a range of health issues: physical activity (4), nutrition (12), physical activity and nutrition
combined (18), bullying (7), tobacco (5), alcohol (2), sexual health (2), violence (2), mental health (2), hand-washing (2), multiple risk behaviours
(7), cycle-helmet use (1), eating disorders (1), sun protection (1), and oral health (1). The quality of evidence overall was low to moderate as
determined by the GRADE approach. 'Risk of bias' assessments identified methodological limitations, including heavy reliance on self-reported data
and high attrition rates for some studies. In addition, there was a lack of long-term follow-up data for most studies.We found positive effects for
some interventions for: body mass index (BMI), physical activity, physical fitness, fruit and vegetable intake, tobacco use, and being bullied.
Intervention effects were generally small but have the potential to produce public health benefits at the population level. We found little evidence
of effectiveness for standardised body mass index (zBMI) and no evidence of effectiveness for fat intake, alcohol use, drug use, mental health,
violence and bullying others; however, only a small number of studies focused on these latter outcomes. It was not possible to meta-analyse data on
other health outcomes due to lack of data. Few studies provided details on adverse events or outcomes related to the interventions. In addition, few
studies included any academic, attendance or school-related outcomes. We therefore cannot draw any clear conclusions as to the effectiveness of this
approach for improving academic achievement.Authors' conclusions: The resu ts of this review provide evidence for the effectiveness of some
interventions based on the HPS framework for improving certain health outcomes but not others. More well-designed research is required to establish
the effectiveness of this approach for other health topics and academic achievement.
Cochrane Database of Systematic
Reviews, (4) : CD008959
- Year: 2014
- Problem: Anxiety Disorders (any), Depressive Disorders, Eating Disorders
(any), Substance Use Disorders (any)
- Type: Systematic reviews
-
Stage: Universal prevention
-
Treatment and intervention: Service Delivery & Improvement
Kerr, D. C. R., Degarmo, D. S., Leve, L. D., Chamberlain, P.
Objective:
Multidimensional Treatment Foster Care (MTFC) has been found to reduce delinquency among girls in juvenile justice through 2-year follow-up. Given
that such girls are at elevated risk for suicide and depression into adulthood, we tested MTFC effects on long-term trajectories of suicidal ideation
and depressive symptoms. Method: Girls (N = 166; mean [SD] age = 15.3 [1.2] years; 68% White) with a recent criminal referral who were mandated to
out-of-home care were enrolled in 2 sequential cohorts. Girls were randomized to receive MTFC (n = 81) or group care (GC) treatment as usual (TAU; n
= 85); the second MTFC cohort also received modules targeting substance use and risky sexual behavior. Depressive symptoms and suicidal ideation were
assessed repeatedly through early adulthood (mean [SD] follow-up = 8.8 [2.9] years). Suicide attempt history was assessed in early adulthood.
Results: Girls assigned to MTFC showed significantly greater decreases in depressive symptoms across the long-term follow-up than GC girls ((pi)=
.86, p <.05). Decreases in suicidal ideation rates were slightly stronger in MTFC than in GC as indicated by a marginal main effect (odds ratio [OR]
=.92, p <.10) and a significant interaction that favored MTFC in the second cohort relative to the first (OR =.88, p <.01). There were no significant
MTFC effects on suicide attempt. Conclusions: MTFC decreased depressive symptoms and suicidal thinking beyond the decreases attributable to time and
TAU. Thus, MTFC has further impact on girlsa' lives than originally anticipated. (copyright) 2014 APA.
Journal of Consulting & Clinical
Psychology, 82(4) : 684-693
- Year: 2014
- Problem: Depressive Disorders, Suicide or self-harm behaviours (excluding non-suicidal self-harm)
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Service Delivery & Improvement, Other service delivery and improvement
interventions
Kharya, C., Gupta, V., Deepak, K. K., Sagar, R., Upadhyay, A., Kochupillai, V., Anand, S.
Objective: The objective of the study
was to observe the effect of controlled breathing exercises including Sudarshan Kriya (SK) and Prana-Yoga (PY) on the psycho-physiological status.
Methods: The study group included 60 healthy volunteers (M:30, F:30) in the age group of 18 to 30 years (21.3(plus or minus)3.2 yrs), randomly
divided in to three groups of 20 subjects each - (1) The SK group (2) the PY group and the (3) Control group. The psycho-physiological data was
collected at the following four time interventions: Baseline, 6th, 60th and the 150th day. Psychological assessment was done using questionnaires and
for the autonomic tone quantification Heart Rate Variability (HRV) analysis was done using the standard lead II electrocardiogram recordings. In a
post-hoc analysis each group was further sub divided in to the following two patterns, based on the baseline values of normalized Low Frequency (LF)
power (cutoff 64 ms2): (i) Pattern A-Subjects with low level LF power, and (ii) Pattern B- subjects with high level LF power. Results: The stress
management skills have shown significant increase in SK group but not in PY and Control group. Subjects of SK, PY, and control group showed
significant increase in LF value and LF:HF ratio for pattern A and significant decrease for pattern B. Plotted LF value for pattern A & B in SK and
PY practitioners showed convergence, coming to a mean value over the period of 150 days.The LF:HF ratio curve plotted over time for pattern A & B
showed convergence in SK group only. No such convergence in LF value & LF/HF ratio for pattern A & B was seen in control group. Conclusion: In
conclusion, Sudarshan Kriya positively modifies stress coping behavior and initiates appropriate balance in cardiac autonomic tone.
Indian Journal of Physiology &
Pharmacology, 58(3) : 210-220
- Year: 2014
- Problem: Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Meditation, Mind-body exercises (e.g. yoga, tai chi, qigong)
Musiat, P., Conrod, P., Treasure, J., Tylee, A., Williams, C., Schmidt, U.
Background: A large proportion of university students show symptoms of common mental disorders, such as depression, anxiety, substance use
disorders and eating disorders. Novel interventions are required that target underlying factors of multiple disorders. Aims: To evaluate the efficacy
of a transdiagnostic trait-focused web-based intervention aimed at reducing symptoms of common mental disorders in university students. Method:
Students were recruited online (n = 1047, age: M= 21.8, SD = 4.2) and categorised into being at high or low risk for mental disorders based on their
personality traits. Participants were allocated to a cognitive-behavioural trait-focused (n = 519) or a control intervention (n = 528) using
computerised simple randomisation. Both interventions were fully automated and delivered online (trial registration: ISRCTN14342225). Participants
were blinded and outcomes were selfassessed at baseline, at 6 weeks and at 12 weeks after registration. Primary outcomes were current depression and
anxiety, assessed on the Patient Health Questionnaire (PHQ9) and Generalised Anxiety Disorder Scale (GAD7). Secondary outcome measures focused on
alcohol use, disordered eating, and other outcomes. Results: Students at high risk were successfully identified using personality indicators and
reported poorer mental health. A total of 520 students completed the 6-week follow-up and 401 students completed the 12-week follow-up. Attrition was
high across intervention groups, but comparable to other web-based interventions. Mixed effects analyses revealed that at 12-week follow up the
trait-focused intervention reduced depression scores by 3.58 (p,.001, 95%CI [5.19, 1.98]) and anxiety scores by 2.87 (p = .018, 95%CI [1.31, 4.43])
in students at high risk. In high-risk students, between group effect sizes were 0.58 (depression) and 0.42 (anxiety). In addition, self-esteem was
improved. No changes were observed regarding the use of alcohol or disordered eating. Conclusions: This study suggests that a transdiagnostic web-
based intervention for university students targeting underlying personality risk factors may be a promising way of preventing common mental disorders
with a low-intensity intervention. © 2014 Musiat et al.
PLoS ONE, 9(4) :
- Year: 2014
- Problem: Anxiety Disorders (any), Depressive Disorders, Eating Disorders
(any), Alcohol
Use
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions
(any), Cognitive & behavioural therapies (CBT), Technology, interventions delivered using technology (e.g. online, SMS)
Mondin, T. C., De-Azevedo-
Cardoso, T., Jansen, K., Coiro-Spessato, B., De-Mattos-Souza, L. D., Da-Silva, R. A.
Background Stability between internal and external biological regulators are
essential to stable mood states. However, the literature needs studies investigating the effect of brief psychotherapies in the biological rhythm
regularization. Objective To verify the capacity regulation of biological rhythms in two models of brief psychotherapy for the remission of
depressive symptoms. Methods We conducted a randomized clinical trial with young adults aged 18-29 years old who met diagnostic criteria for
depression according to the Structured Clinical Interview for DSM (SCID). In order to evaluate the biological rhythm the Biological Rhythm of
assessment in Neuropsychiatry (BRIAN) interview was used; whereas the severity of depression was assessed by the Hamilton Depression Rating Scale
(HDRS). The psychotherapy models consisted of two cognitive psychotherapies: Cognitive Narrative Therapy (CNT) and Cognitive-Behavioral Therapy
(CBT). Results The sample consisted of 97 randomized into two models of brief psychotherapy. The patients regulated the biological rhythm from
baseline to post-intervention (p=.001) and follow up (p=.003). We also found a positive moderate correlation between biological rhythm regularization
and remission of the depressive symptoms (r=.594; p<.001). Conclusion The two models of brief psychotherapies were effective in the remission of
depressive symptoms as well as the regulation of biological rhythms in the follow-up of 6 months. Limitations We did not assess genetic, hormonal and
neurochemical factors. Also, we did not include patients in pharmaceutical treatment, and with severe symptomatology. (copyright) 2013 Elsevier
B.V.
Journal of Affective Disorders, 155(1) : 142-
148
- Year: 2014
- Problem: Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Disorder established (diagnosed disorder)
-
Treatment and intervention: Psychological Interventions
(any), Cognitive & behavioural therapies (CBT), Other Psychological Interventions
Newby, J. M., Lang, T., Werner-Seidler, A., Holmes, E., Moulds, M. L.
Negative appraisals maintain intrusive memories and
intrusion-distress in depression, but treatment is underdeveloped. This study compared the efficacy of computerised bias modification positive
appraisal training (CBM) versus a therapist-delivered cognitive behavioural therapy session (CB-Education) that both aimed to target and alter
negative appraisals of a negative intrusive autobiographical memory.Dysphoric participants (Mean BDI-II=27.85; N=60) completed baseline ratings of a
negative intrusive memory, negative appraisals and the Impact of Event Scale, and were randomly allocated either one session of CBM, CB-Education, or
a no intervention monitoring control condition (Control). Mood and intrusion symptoms were assessed at one week follow-up.For all groups, there were
significant reductions over one week in mood (depression and anxiety), memory intrusiveness and negative appraisals. Groups differed in terms of
intrusion-related distress, with the CB-Education group showing greatest reduction, followed by the CBM group.The study provides evidence for the
link between maladaptive appraisals of intrusive memories and distress in depressed mood. Further, both a single session of CB-Education and (to a
lesser degree) CBM are useful in reducing intrusion-related distress. This study may have been underpowered to detect differences and replication is
needed with larger samples. (copyright) 2014 The Authors.
Behaviour
Research & Therapy, 56(1) : 60-67
- Year: 2014
- Problem: Post Traumatic Stress Disorder, Depressive Disorders
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention), Disorder established (diagnosed disorder)
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions
(any), Cognitive & behavioural therapies (CBT), Attention/cognitive bias
modification, Technology, interventions delivered using technology (e.g. online, SMS)
Niles, A. N., Haltom, K. E. B., Mulvenna, C. M., Lieberman, M. D., Stanton, A. L.
The current study assessed main effects and moderators
(including emotional expressiveness, emotional processing, and ambivalence over emotional expression) of the effects of expressive writing in a
sample of healthy adults. Young adult participants (N=116) were randomly assigned to write for 20 minutes on four occasions about deepest thoughts
and feelings regarding their most stressful/traumatic event in the past five years (expressive writing) or about a control topic (control). Dependent
variables were indicators of anxiety, depression, and physical symptoms. No significant effects of writing condition were evident on anxiety,
depressive symptoms, or physical symptoms. Emotional expressiveness emerged as a significant moderator of anxiety outcomes, however. Within the
expressive writing group, participants high in expressiveness evidenced a significant reduction in anxiety at three-month follow-up, and participants
low in expressiveness showed a significant increase in anxiety. Expressiveness did not predict change in anxiety in the control group. These findings
on anxiety are consistent with the matching hypothesis, which suggests that matching a person's naturally elected coping approach with an assigned
intervention is beneficial. These findings also suggest that expressive writing about a stressful event may be contraindicated for individuals who do
not typically express emotions. (copyright) 2013 Taylor & Francis.
Anxiety, Stress & Coping, 27(1) : 1-17
- Year: 2014
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Creative expression: music, dance, drama, art
Punamaki, R. L., Peltonen, K., Diab, M., Qouta, S. R.
Emotion regulation (ER) is crucial for children's
mental health in general and traumatic stress in particular. Therefore, therapeutic interventions for posttraumatic stress symptoms (PTSS) address ER
in various ways. We examined whether a psychosocial intervention (Teaching Recovery Techniques; TRT) could increase functional ER and decrease
dysfunctional ER, and whether the positive ER change mediates the intervention effects on children's mental health in a war context. Participants
were 482 Palestinian children (girls 49.4%; 10-13 years, M = 11.29, SD =.68) who were randomized either to the TRT or the waiting-list control
groups. They reported emotion regulation (ERQ; Rydell, Thorell, & Bohlin, 2007), PTS (CRIES-R), depressive (Birleson, Hudson, Gray-Buchanan, & Wolff,
1987), and psychological distress (SDQ) symptoms and psychosocial well-being at baseline (T1), postintervention at 3 months (T2), and the 9-month
follow-up (T3). Results show that the TRT intervention was not effective in changing ER, but there was a general decrease in ER intensity. ER did not
mediate the intervention effects on children's mental health, but the decrease in the ER intensity was associated with better mental health,
indicated by the decrease in posttraumatic, depressive, and distress symptoms and the increase in psychosocial well-being.
Acta
Anaesthesiologica Belgica, 20(4) : 241-252
- Year: 2014
- Problem: Post Traumatic Stress Disorder, Depressive Disorders
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Other Psychological Interventions
Richardson, L. P., Ludman, E., McCauley, E., Lindenbaum, J., Larison, C., Zhou, C., Clarke, G., Brent, D., Katon, W.
IMPORTANCE: Up to 20%of adolescents experience an episode of major depression by age 18 years yet few receive evidence-based treatments for
their depression. OBJECTIVE: To determine whether a collaborative care intervention for adolescents with depression improves depressive outcomes
compared with usual care. DESIGN: Randomized trial with blinded outcome assessment conducted between April 2010 and April 2013. SETTING: Nine primary
care clinics in the Group Health system in Washington State. PARTICIPANTS: Adolescents (aged 13-17 years) who screened positive for depression
(Patient Health Questionnaire 9-item [PHQ-9] score (greater-than or equal to)10) on 2 occasions or who screened positive and met criteria for major
depression, spoke English, and had telephone access were recruited. Exclusions included alcohol/drug misuse, suicidal plan or recent attempt, bipolar
disorder, developmental delay, and seeing a psychiatrist. INTERVENTIONS: Twelve-month collaborative care intervention including an initial in-person
engagement session and regular follow-up by master's-level clinicians. Usual care control youth received depression screening results and could
access mental health services through Group Health. MAIN OUTCOMES AND MEASURES: The primary outcomewas change in depressive symptoms on a modified
version of the Child Depression Rating Scale-Revised (CDRS-R; score range, 14-94) from baseline to 12 months. Secondary outcomes included change in
Columbia Impairment Scale score (CIS), depression response ((greater-than or equal to)50% decrease on the CDRS-R), and remission (PHQ-9 score <5).
RESULTS: Intervention youth (n = 50), compared with those randomized to receive usual care (n = 51), had greater decreases in CDRS-R scores such that
by 12 months intervention youth had a mean score of 27.5 (95% CI, 23.8-31.1) compared with 34.6 (95% CI, 30.6-38.6) in control youth (overall
intervention effect: F2,747.3 = 7.24, P < .001). Both intervention and control youth experienced improvement on the CIS with no significant
differences between groups. At 12 months, intervention youth were more likely than control youth to achieve depression response (67.6% vs 38.6%, OR =
3.3, 95% CI, 1.4-8.2; P = .009) and remission (50.4% vs 20.7%, OR = 3.9, 95% CI, 1.5-10.6; P = .007). CONCLUSIONS AND RELEVANCE: Among adolescents
with depression seen in primary care, a collaborative care intervention resulted in greater improvement in depressive symptoms at 12 months than
usual care. These findings suggest that mental health services for adolescents with depression can be integrated into primary care. TRIAL
REGISTRATION: clinicaltrials.gov Identifier: NCT01140464. Copyright 2014 American Medical Association. All rights reserved.
JAMA, 312(8) : 809-816
- Year: 2014
- Problem: Depressive Disorders
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention), Disorder established (diagnosed disorder)
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions
(any), Cognitive & behavioural therapies (CBT), Other service delivery and improvement
interventions
Reavley, N. J., McCann, T. V., Cvetkovski, S., Jorm, A. F.
PURPOSE: The aim of the current study was to assess whether a multifaceted intervention could improve mental health literacy, facilitate
help seeking and reduce psychological distress and alcohol misuse in students of a multicampus university in Melbourne, Australia.\rMETHODS: In this
cluster randomized trial, nine university campuses were paired (some pairs included more than one campus), with one of each pair randomly assigned to
either the intervention or control condition. The interventions were designed to be whole-of-campus and to run over 2 academic years with their
effectiveness assessed through recruitment of a monitoring sample of students from each campus. Interventions included emails, posters, campus
events, factsheets/booklets and mental health first aid training courses. Participants had a 20-min telephone interview at baseline and at the end of
academic years 1 and 2. This assessed mental health literacy, help seeking, psychological distress and alcohol use. The primary outcomes were
depression and anxiety levels and alcohol use and pertained to the individual level.\rRESULTS: There were no effects on psychological distress and
alcohol use. Recall of intervention elements was greater in the intervention group at the end of year 2. Students in the intervention group were more
likely to say they would go to a drug and alcohol centre for alcohol problems at the end of 6 months.\rCONCLUSION: Although education and awareness
may play a role in improving mental health literacy, it is likely that, to achieve changes in psychological distress, interventions would need to be
more personalized and intensive.
Social Psychiatry & Psychiatric Epidemiology, 49(10) : 1655-
1666
- Year: 2014
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions
(any), Psychoeducation, Other service delivery and improvement
interventions