Systematic review of school-based prevention and early intervention programs for depression
Systematic review of school-based prevention and early intervention programs for depression
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DOI：
10.1016/j.adolescence.2009.07.004
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发表时间：
2010-06-01
影响因子：
3.8
通讯作者：
Christensen, Helen
中科院分区：
文献类型：
--
作者：
Calear, Alison L.;Christensen, Helen
进行了系统的回顾，以确定和描述以学校为基础的预防和早期干预计划，抑郁症，并评估其在减少抑郁症状的有效性。通过科克伦图书馆、PsychInfo和PubMed数据库确定了42项随机对照试验，涉及28个单独的校本课程。所确定的很大一部分项目是基于认知行为疗法（CBT），由心理健康专业人员或研究生在8-12个疗程内提供。研究发现，针对抑郁水平较高的学生的指示性项目是最有效的，所有项目的效应量范围为0.21至1.40。教师项目负责人和注意力控制条件的就业与较少的显着影响。需要进一步开展以学校为基础的研究，包括使用注意力控制，长期随访，并侧重于培训和评估可持续的项目领导者，如教师。(C)2009年，青少年服务专业人员协会。由爱思唯尔有限公司出版。保留所有权利。
A systematic review was conducted to identify and describe school-based prevention and early intervention programs for depression and to evaluate their effectiveness in reducing depressive symptoms. Forty-two randomised controlled trials, relating to 28 individual school-based programs, were identified through the Cochrane Library, PsychInfo and PubMed databases. A large proportion of the programs identified were based on cognitive behavioural therapy (CBT), and delivered by a mental health professional or graduate student over 8-12 sessions. Indicated programs, which targeted students exhibiting elevated levels of depression, were found to be the most effective, with effect sizes for all programs ranging from 0.21 to 1.40. Teacher program leaders and the employment of attention control conditions were associated with fewer significant effects. Further school-based research is required that involves the use of attention controls, long-term follow-ups and which focuses on the training and evaluation of sustainable program leaders, such as teachers. (C) 2009 The Association for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.