PREVENTION OF DEPRESSION IN SCHOOL CHILDREN

预防学童抑郁症

• 批准号: 2890604
• 负责人: MARTIN E SELIGMAN
• 金额: $ 44.47万
• 依托单位: UNIVERSITY OF PENNSYLVANIA
• 依托单位国家: 美国
• 财政年份: 1996
• 资助国家: 美国
• 起止时间: 1996-05-01 至 2001-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/2890604
• 关键词: academic achievement; adolescence (12-20); attention; behavioral /social science research tag; child behavior; clinical research; cognition; conduct disorder; coping; depression; disease /disorder proneness /risk; gender difference; human subject; interview; longitudinal human study; mental disorder prevention; middle childhood (6-11); problem solving; psychological stressor; questionnaires; racial /ethnic difference; social problems; social support network

We have designed and validated a school-based "Coping Skills Program" which teaches cognitive skills and social problem-solving to groups of schoolchildren at-risk for depression. Pilot data with at-risk children (n = 142) and 6, 12, 18, and 24 month follow-up data show both relief and marked prevention of depression in 11-13 year old children. Moreover, the preventive effect has grown over time: after 2 years, the children in the prevention groups have two to three times less depression than the untreated children. Now we propose to test the effectiveness and generalizability of this program among children at-risk for depression in a 3 group design, using teachers as the intervention providers. Risk is defined as current, low to moderate depressive symptoms and by familial turmoil. Children will be randomly assigned to one of three groups. In one group (n = 216), the children will participate in the Coping Skills program. The second group (n = 216) is the Social and Personal Awareness group. This is a nonspecifics intervention, which controls for group cohesion, adult attention, expectations of benefit, and depression relevant focus which are non-specific to the cognitive intervention but may contribute to the program's effectiveness. The third group (n = 216) will be a no- intervention control group. We will follow the children for three years, targeting depressive disorder and depressive symptoms, as well as behavior problems as reported by children, parents, and teachers. Teachers will be recruited from the two school districts serving as sites for this study and will be trained as intervention providers. This program is reproducible and its pilot effects are large; if teachers are successful in implementing this program, it opens up the possibility that depression might be preventable on a sweeping scale by programs carried out by teachers in the public schools.

我们设计并验证了一个以学校为基础的“应对技能计划” 它教授认知技能和社会问题解决能力， 有抑郁风险的学生。高危儿童的试点数据（n = 142）和6、12、18和24个月随访数据显示缓解和 显著预防11-13岁儿童的抑郁症。而且 预防效果随着时间的推移而增强：2年后， 预防组的抑郁症比对照组少两到三倍。 未经治疗的儿童。 现在，我们建议测试的有效性和普遍性， 在3组设计中，在有抑郁症风险的儿童中使用 教师作为干预提供者。风险定义为当前、低至 中度抑郁症状和家庭纠纷。孩子将被 随机分配到三组中的一组。在一组（n = 216）中， 孩子们将参加应对技能计划。第二组 （n = 216）是社会和个人意识组。这是一 非特异性干预，控制群体凝聚力，成人 注意力、受益预期和抑郁相关焦点， 对认知干预是非特异性的，但可能有助于 方案的有效性。第三组（n = 216）将是一个没有- 干预对照组。我们将跟踪这些孩子三年， 针对抑郁症和抑郁症状，以及行为 孩子、家长和老师报告的问题。 教师将从作为站点的两个学区招聘 并将作为干预提供者接受培训。这个程序 可复制性强，试点效果大;如果教师 成功地实施这一计划，它开辟了一种可能性， 抑郁症可能是可以预防的， 被公立学校的老师们赶出来。