Disorders - depressive disorders
Saulsberry, A., Marko-
Holguin, M., Blomeke, K., Hinkle, C., Fogel, J., Gladstone, T., Bell, C., Reinecke, M., Corden, M., Van-Voorhees, B. W.
Objective: We developed a primary care/Internet-based intervention for adolescents at risk for
depression (CATCH-IT, Competent Adulthood Transition with Cognitive-behavioral, Humanistic and Interpersonal Training). This phase II clinical trial
compares two forms of primary care provider (PCP) engagement (motivational interview [MI] and brief advice [BA]) for adolescents using the Internet
program. Method: Adolescents screening positive for depression were recruited from primary care practices and randomly assigned to a version of the
intervention: PCP MI + Internet program or PCP BA + Internet program. Between-group and within-group comparisons were conducted on depressive
disorder outcome measures at baseline and one-year post-enrollment. Regression analyses examined factors predicting declines in depressed mood.
Results: Both groups demonstrated significant within-group decreases in depressed mood, loneliness, and self-harm ideation. While no between-group
differences were noted in depressed mood or depressive disorder measures at one-year, fewer participants in the MI group had experienced a depressive
episode. Greater participant automatic negative thoughts and more favorable ratings of a component of the Internet-based training experience
predicted declines in depressed mood at one-year. Conclusions: A primary care/Internet-based intervention for depression prevention demonstrated
sustained reductions in depressed mood, and, when coupled with motivational interviewing, reduction in the likelihood of being diagnosed with a
depressive episode. This tool may help extend the services at the disposal of a primary care provider and can provide a bridge for adolescents at
risk for depression prior to referral to mental health specialists.
Journal of the Canadian Academy of Child &
Adolescent Psychiatry, 22(2) : 106-117
- Year: 2013
- Problem: Depressive Disorders
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Service Delivery & Improvement, Psychological Interventions
(any), Motivational interviewing, includes Motivational Enhancing Therapy, Other Psychological Interventions, Technology, interventions delivered using technology (e.g. online, SMS)
Wood, C., Angus, C., Pretty, J., Sandercock, G., Barton, J.
This study assessed whether
exercising whilst viewing natural or built scenes affected self-esteem (SE) and mood in adolescents. Twenty-five adolescents participated in three
exercise tests on consecutive days. A graded exercise test established the work rate equivalent to 50% heart rate reserve for use in subsequent
constant load tests (CLTs). Participants undertook two 15-min CLTs in random order viewing scenes of either natural or built environments.
Participants completed Rosenbergs SE scale and the adolescent profile of mood states questionnaire pre and post-exercise. There was a significant
main effect for SE (F(1) = 6.10; P < 0.05) and mood (F(6) = 5.29; P < 0.001) due to exercise, but no effect of viewing different environmental scenes
(P > 0.05). Short bouts of moderate physical activity can have a positive impact on SE and mood in adolescents. Future research should incorporate
field studies to examine the psychological effects of contact with real environments. (copyright) 2013 Taylor and Francis Group, LLC.
International Journal of Environmental Health Research, 23(4) : 311-
320
- Year: 2013
- Problem: Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Complementary & Alternative
Interventions (CAM), Psychological Interventions
(any), Other Psychological Interventions, Physical activity, exercise
Toth, S. L., Rogosch, F. A., Oshri,
A., Gravener-Davis, J., Sturm, R., Morgan-Lopez, A. A.
A randomized clinical trial was conducted to evaluate the efficacy of
interpersonal psychotherapy (IPT) for ethnically and racially diverse, economically disadvantaged women with major depressive disorder. Non-
treatment-seeking urban women (N = 128; M age = 25.40, SD = 4.98) with infants were recruited from the community. Participants were at or below the
poverty level: 59.4% were Black and 21.1% were Hispanic. Women were screened for depressive symptoms using the Center for Epidemiologic Studies
Depression Scale; the Diagnostic Interview Schedule was used to confirm major depressive disorder diagnosis. Participants were randomized to
individual IPT or enhanced community standard. Depressive symptoms were assessed before, after, and 8 months posttreatment with the Beck Depression
Inventory - II and the Revised Hamilton Rating Scale for Depression. The Social Support Behaviors Scale, the Social Adjustment Scale - Self-Report,
and the Perceived Stress Scale were administered to examine mediators of outcome at follow-up. Treatment effects were evaluated with a growth mixture
model for randomized trials using complier-average causal effect estimation. Depressive symptoms trajectories from baseline through postintervention
to follow-up showed significant decreases among the IPT group compared to the enhanced community standard group. Changes on the Perceived Stress
Scale and the Social Support Behaviors Scale mediated sustained treatment outcome. (PsycINFO Database Record (c) 2014 APA, all rights reserved)
(journal abstract)
Development & Psychopathology, 25(4) : 1065-
1078
- Year: 2013
- Problem: Depressive Disorders
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Interpersonal therapy (IPT)
Tang, T.
C., Huang, S. Y.
Background: This case-control study aimed to assess the
intervention effects of six-session interpersonal psychotherapy (IPT-A) on reducing the severity of anxiety and depression in adolescent victims.
Methods: A total of 30 adolescents who had clinical significant level after experiencing bullied experiences were allocated to a six-session course
of IPT-A (N =15) or to treatment as usual (TAU) (N = 15). T test was performed to examine the effect of IPT-A on reducing the severity of anxiety and
depression related to the bullied events. Results: Pre-intervention age, sex, anxiety and depression showed no significant difference between two
groups. As the preintervention severity of two groups were no significant different, results showed the IPT-A group to have significantly lower
post-intervention severity levels of anxiety and depression (p< .05) than the TAU group. Effective size showed moderate to high level between IPT-A
and TAU. Conclusions: The results of this study support the effectiveness of the IPT-A in improving anxiety symptoms and depression in adolescents
experiencing traumatic bullied experiences.
European
Psychiatry, 28 :
- Year: 2013
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Interpersonal therapy (IPT)
Stallard, P., Phillips, R., Montgomery, A. A., Spears, M., Anderson, R., Taylor, J., Araya, R., Lewis, G., Ukoumunne, O. C., Millings, A., Georgiou, L., Cook, E., Sayal, K.
Background: Depression in
adolescents is a significant problem that impairs everyday functioning and increases the risk of severe mental health disorders in adulthood.
Although this is a major problem, relatively few adolescents with, or at risk of developing, depression are identified and referred for treatment.
This suggests the need to investigate alternative approaches whereby preventative interventions are made widely available in schools. Objective: To
investigate the clinical effectiveness and cost-effectiveness of classroom-based cognitive- behavioural therapy (CBT) in reducing symptoms of
depression in high-risk adolescents. Design: Cluster randomised controlled trial. Year groups (n = 28) randomly allocated on a 1: 1: 1 basis to one
of three trial arms once all schools were recruited and balanced for number of classes, number of students, Personal, Social and Health Education
(PSHE) lesson frequency, and scheduling of PSHE. Setting: Year groups 8 to 11 (ages 12-16 years) in mixed-sex secondary schools in the UK. Data were
collected between 2009 and 2011. Participants: Young people who attended PSHE at participating schools were eligible (n = 5503). Of the 5030 who
agreed to participate, 1064 (21.2%) were classified as 'high risk': 392 in the classroom-based CBT arm, 374 in the attention control PSHE arm and
298 in the usual PSHE arm. Primary outcome data on the high-risk group at 12 months were available for classroom-based CBT (n = 296), attention
control PSHE (n = 308) and usual PSHE (n = 242). Interventions: The Resourceful Adolescent Programme (RAP) is a focused CBT-based intervention
adapted for the UK (RAP-UK) and delivered by two facilitators external to the school. Control groups were usual PSHE (usual school curriculum
delivered by teachers) and attention control (usual school PSHE with additional support from two facilitators). Interventions were delivered
universally to whole classes. Primary outcomes: Clinical effectiveness: symptoms of depression [Short Mood and Feelings Questionnaire (SMFQ)] in
adolescents at high risk of depression 12 months from baseline. Cost-effectiveness: incremental cost-effectiveness ratios (ICERs) based on SMFQ score
and quality-adjusted life-years (from European Quality of Life-5 Dimensions scores) between baseline and 12 months. Process evaluation: reach,
attrition and qualitative feedback from service recipients and providers. Results: SMFQ scores had decreased for high-risk adolescents in all trial
arms at 12 months, but there was no difference between arms [classroom-based CBT vs. usual PSHE adjusted difference in means 0.97, 95% confidence
interval (CI) -0.34 to 2.28; classroom-based CBT vs. attention control PSHE -0.63, 95% CI -1.99 to 0.73]. Costs of interventions per child were
estimated at (pounds)41.96 for classroom-based CBT and (pounds)34.45 for attention control PSHE. Fieller's method was used to obtain a parametric
estimate of the 95% CI for the ICERs and construct the cost-effectiveness acceptability curve, confirming that classroom-based CBT was not cost-
effective relative to the controls. Reach of classroom-based CBT was good and attrition was low (median 80% attending (greater-than or equal to) 60%
of sessions), but feedback indicated some difficulties with acceptability and sustainability. Conclusions: Classroom-based CBT, attention control
PSHE and usual PSHE produced similar outcomes. Classroom-based CBT may result in increased self-awareness and reporting of depressive symptoms.
Classroom-based CBT was not shown to be cost-effective. While schools are a convenient way of reaching a wide range of young people, implementing
classroom-based CBT within schools is challenging, particularly with regard to fitting programmes into a busy timetable, the lack of value placed on
PSHE, and difficulties engaging with teachers and young people. Wider use of classroom-based depression prevention programmes should not be
undertaken without further research. If universal preventative approaches are to be pursued, their clinical effectiveness and cost-effectiven ss with
younger children (aged 10-11 years), before the incidence of depression increases, should be investigated. Alternatively, the clinical effectiveness
of indicated school-based programmes targeting those already displaying symptoms of depression should be investigated. (copyright) Queen's Printer
and Controller of HMSO 2013.
Health Technology Assessment, 17(47) : i-xvii+1-
109
- Year: 2013
- Problem: Depressive Disorders
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Cognitive & behavioural therapies (CBT)
Regehr, C., Glancy, D., Pitts, A.
Background: Recent research has revealed concerning rates of anxiety and depression among university students. Nevertheless, only a
small percentage of these students receive treatment from university health services. Universities are thus challenged with instituting preventative
programs that address student stress and reduce resultant anxiety and depression.; Method: A systematic review of the literature and meta-analysis
was conducted to examine the effectiveness of interventions aimed at reducing stress in university students. Studies were eligible for inclusion if
the assignment of study participants to experimental or control groups was by random allocation or parallel cohort design.; Results: Retrieved
studies represented a variety of intervention approaches with students in a broad range of programs and disciplines. Twenty-four studies, involving
1431 students were included in the meta-analysis. Cognitive, behavioral and mindfulness interventions were associated with decreased symptoms of
anxiety. Secondary outcomes included lower levels of depression and cortisol.; Limitations: Included studies were limited to those published in peer
reviewed journals. These studies over-represent interventions with female students in Western countries. Studies on some types of interventions such
as psycho-educational and arts based interventions did not have sufficient data for inclusion in the meta-analysis.; Conclusion: This review provides
evidence that cognitive, behavioral, and mindfulness interventions are effective in reducing stress in university students. Universities are
encouraged to make such programs widely available to students. In addition however, future work should focus on developing stress reduction programs
that attract male students and address their needs.; Copyright © 2012 Elsevier B.V. All rights reserved.
Journal of Affective
Disorders, 148(1) : 1-11
- Year: 2013
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Systematic reviews
-
Stage: Universal prevention, At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any)
Richards, D., Timulak, L., Hevey, D.
Objectives: The study aimed to compare the efficacy of eight weekly sessions of a self-administered online CBT treatment (cCBT; n = 51) to
a therapist-assisted email CBT treatment (eCBT; n = 50) in University students. Design: The design was a randomised parallel group trial. The study
randomised participants with symptoms of depression to one of two available treatments. Method: Participants were offered eight weekly sessions of
either cCBT or eCBT. Participants completed the Beck Depression Inventory-II (BDI-II) and the Clinical Outcomes in Routine Evaluation - Outcome
Measure (CORE-OM) at pre-and post-treatment, at weeks 16 and 32 follow-up. The Working Alliance Inventory-Short Form (WAI-SR) was completed at weeks
2, 4, and 6. Results: For both groups, pre-post within group effect sizes reported were large for the BDI-II and the CORE-OM and these were
maintained at follow-up. Perceptions of working alliance were similar in each group, but Bond was significantly stronger for the eCBT condition. WAI
scores correlated more positively with the outcome on BDI-II for those in the eCBT condition than the cCBT condition, but not significantly.
Conclusion: There were no significant differences between the two online treatments, both reduced depressive symptoms and improved general
functioning. Similarly, at post-treatment and follow-up, clinical improvement and recovery was demonstrated for both groups equally. The study
demonstrates the possibility for cCBT in a university setting that may contribute to addressing the shortcomings in meeting increasing demands that
mental health services presently face. (PsycINFO Database Record (c) 2013 APA, all rights reserved) (journal abstract)
Counselling & Psychotherapy Research, 13(3) : 184-
193
- Year: 2013
- 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), Technology, interventions delivered using technology (e.g. online, SMS)
Abbass, A. A., Rabung,
S., Leichsenring, F., Refseth, J. S., Midgley, N.
Objective
Psychodynamically based brief psychotherapy is frequently used in clinical practice for a range of common mental disorders in children and
adolescents. To our knowledge, there have been no meta-analyses to evaluate the effectiveness of these therapies. Method After a broad search, we
meta-analyzed controlled outcome studies of short-term psychodynamic psychotherapies (STPP, 40 or fewer sessions). We also performed sensitivity
analyses and evaluated the risk of bias in this body of studies. Results We found 11 studies with a total of 655 patients covering a broad range of
conditions including depression, anxiety disorders, anorexia nervosa, and borderline personality disorder. STPP did not separate from what were
mostly robust treatment comparators, but there were some subgroup differences. Robust (g = 1.07, 95% CI = 0.80-1.34) within group effect sizes were
observed suggesting the treatment may be effective. These effects increased in follow up compared to post treatment (overall, g = 0.24, 95% CI =
0.00-0.48), suggesting a tendency toward increased gains. Heterogeneity was high across most analyses, suggesting that these data need be interpreted
with caution. Conclusion This review suggests that STPP may be effective in children and adolescents across a range of common mental disorders.
(copyright) 2013 American Academy of Child and Adolescent Psychiatry.
Journal of the American Academy of Child & Adolescent Psychiatry, 52(8) : 863-
875
- Year: 2013
- Problem: Anxiety Disorders (any), Depressive Disorders
- Type: Systematic reviews
-
Stage: Disorder established (diagnosed disorder)
-
Treatment and intervention: Psychological Interventions
(any), Psychodynamic/Psychoanalysis
Palmer, R., Nascimento, L. N., Fonagy, P.
This article
reviews outcomes of psychodynamic psychotherapy (PP) for children and adolescents reported in articles identified by a comprehensive review of the
literature on treatment evaluations of psychological and medical interventions for mental disorders in pediatric populations. The review identified
48 reports based on 33 studies. While there is evidence of substantial clinical gains associated with PP, in almost all the studies, when contrasted
with family-based interventions, PP fares no better and appears to produce outcomes with some delay relative to family-based therapies. Further
rigorous evaluations are needed, but evidence to date suggests that the context in which PP is delivered should be extended from the traditional
context of individual therapy and parents should be included in the treatment of children. (copyright) 2013 Elsevier Inc.
Child & Adolescent Psychiatric Clinics of North America, 22(2) : 149-
214
- Year: 2013
- Problem: Anxiety Disorders (any), Depressive Disorders, Eating Disorders
(any), Suicide or self-harm behaviours (excluding non-suicidal self-harm)
- Type: Systematic reviews
-
Stage: At risk (indicated or selected prevention), Disorder established (diagnosed disorder)
-
Treatment and intervention: Psychological Interventions
(any), Psychodynamic/Psychoanalysis
Punamaki, R-L., Paavonen, J., Toikka, S., Solantaus, T.
Our randomized trial examined the effectiveness of preventive interventions in increasing positive cognitive attributions and
reducing negative cognitive attributions in children of depressed parents. In addition, it tested the role of attribution changes in mediating the
intervention effects on children's depressive and emotional symptoms. The participants were 109 Finnish families with at least one parent in
treatment for affective disorder, for a total of 145 children, 8 - 16 years of age. Families were randomized into two groups: the \"family talk
intervention\" (FTI, a whole-family approach enhancing communication and child resilience, Beardslee et al., 1997) group, and an active control, the
\"let's talk about the children\" (LTC, a parent-only psycho-educational approach, Solantaus, Paavonen, Toikka, & Punamäki, 2010) group. Children
reported their cognitive attributions (CASQ-R, Children's Attributional Style Questionnaire-Revised (Thompson, Kaslow, Weiss, & Nolen-Hoeksema,
1998)), depressive (CDI/BDI, Child Depression Inventory (Kovacs, 1981)/Beck Depression Inventory (Beck, Steer, & Garbin, 1988)) and emotional (SDQ,
Strengths and Difficulties Questionnaire (Goodman, 1997)) symptoms, and mothers reported their children's emotional symptoms (SDQ at baseline (T1)
and 10-month (T2) and 18-month (T3)) follow-ups. Contrary to our hypothesis, no beneficial attribution changes were found in the FTI group across the
follow-ups. Instead, positive cognitive appraisals increased in the LTC group, especially from T2 to T3. The increase of positive attribution further
served as a mediator for changes in children's emotional and depressive symptoms. The findings suggest that a short preventive intervention can
enhance beneficial cognitive processes in high-risk families in routine adult psychiatric care. (PsycINFO Database Record (c) 2013 APA, all rights
reserved) (journal abstract)
Journal of Family Psychology, 27(4) : 683-
690
- Year: 2013
- Problem: Depressive Disorders
- Type: Randomised controlled trials
-
Stage: At risk (indicated or selected prevention)
-
Treatment and intervention: Psychological Interventions
(any), Family therapy, Psychoeducation
Possel, P., Martin, N.
C., Garber, J., Hautzinger, M.
Adolescent depression is a common and recurrent disorder associated with significant impairment and other forms
of psychopathology. Finding an effective intervention that prevents depression in adolescents is an important public health priority. Participants
were 518 high school students (mean age = 15.09; SD = 0.76) from the mid-south of the United States. Participants were randomly assigned to 1 of 3
conditions: a cognitive-behavioral program (CB; n = 166), nonspecific control (NSp; n = 175), or a no-intervention control condition (NIC; n = 177).
Both the CB and NSp conditions consisted of 90-min sessions administered once a week over a 10-week period during regular school hours. Depressive
symptoms were assessed with the Children's Depression Inventory (CDI) at baseline; postintervention; and at 4-, 8-, and 12-month follow-ups. The
Time null Condition interaction was significant, F(8, 478.57) = 3.32, p = .001, indicating that at the 4-month follow-up, youth in the CB condition
had significantly lower CDI scores compared with those in the NSp (p = .047, g = 0.29; CI [ 0.06, 0.52]) and the NIC conditions (p = .003, g = 0.30;
CI [0.07, 0.53]). Future studies need to examine the importance of theory-driven change mechanisms, interpersonal relationships, and structural
circumstances in schools as factors impacting the long-term effects of CB prevention programs. (copyright) 2013 American Psychological
Association.
Journal of Counseling Psychology, 60(3) : 432-438
- Year: 2013
- Problem: Depressive Disorders
- Type: Randomised controlled trials
-
Stage: Universal prevention
-
Treatment and intervention: Psychological Interventions
(any), Cognitive & behavioural therapies (CBT)
Pinto, M. D., Hickman, R. L., Clochesy, J., Buchner, M.
Major depressive disorder is prevalent among American young adults and predisposes young adults to serious impairments in psychosocial
functioning. Without intervention, young adults with depressive symptoms are at high risk for worsening of depressive symptoms and developing major
depressive disorder. Young adults are not routinely taught effective depression self management skills to reduce depressive symptoms and preempt
future illness. This study reports initial results of a randomized controlled trial among young adults (18-25. years of age) with depressive symptoms
who were exposed to an avatar-based depression self-management intervention, eSMART-MH. Participants completed self-report measures of depressive
symptoms at baseline and at 4, 8, and 12. weeks follow-up. Participants who received eSMART-MH had a significant reduction in depressive symptoms
over 3. months, while individuals in the attention-control condition had no change in symptoms. In this study, eSMART-MH demonstrated initial
efficacy and is a promising developmentally appropriate depression self-management intervention for young adults. (copyright) 2013 Elsevier Inc..
Applied Nursing Research, 26(1) : 45-48
- Year: 2013
- 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), Self-help, Technology, interventions delivered using technology (e.g. online, SMS)