A meta-analytic review of depression prevention programs for children and adolescents: factors that predict magnitude of intervention effects.
A meta-analytic review of depression prevention programs for children and adolescents: factors that predict magnitude of intervention effects.
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DOI：
10.1037/a0015168
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发表时间：
2009-06
影响因子：
5.9
通讯作者：
Rohde, Paul
中科院分区：
文献类型：
--
作者：
Stice, Eric;Shaw, Heather;Bohon, Cara;Marti, C. Nathan;Rohde, Paul
这篇荟萃分析综述总结了青少年抑郁症预防计划的影响，并调查了与更大影响相关的参与者，干预，提供者和研究设计特征。我们确定了47项试验，评估了32个预防方案，产生了60个干预效应量。从治疗前到治疗后（r = .15）和治疗前到随访（r = .11）的抑郁症状的平均效果很小，但13个（41%）预防项目显著减少了抑郁症状，4个（13%）预防项目显著降低了未来抑郁症发作的风险。更大的影响出现了针对高风险的个人，样本与更多的女性，样本与年龄较大的青少年，具有较短的持续时间和家庭作业的程序，并提供专业的干预程序。干预内容（例如，专注于减少负面认知或问题解决训练）和设计特征（例如，使用随机分配和结构化访谈）与效应量无关。结果表明，如果将与更大干预效应相关的因素（例如，使用包括家庭作业在内的较短时间的选择性课程）。
This meta-analytic review summarizes the effects of depression prevention programs for youth and investigates participant, intervention, provider, and research design features associated with larger effects. We identified 47 trials that evaluated 32 prevention programs, producing 60 intervention effect sizes. The average effect for depressive symptoms from pre-to-post (r = .15) and pre-to-follow-up (r = .11) were small, but 13 (41%) prevention programs produced significant reductions in depressive symptoms and 4 (13%) produced significant reductions in risk for future depressive disorder onset relative to control groups. Larger effects emerged for programs targeting high-risk individuals, samples with more females, samples with older adolescents, programs with a shorter duration and homework assignments, and programs delivered by professional interventionists. Intervention content (e.g., a focus on reducing negative cognitions or problem solving training) and design features (e.g., use of random assignment and structured interviews) were unrelated to effect sizes. Results suggest that depression prevention efforts would produce a higher yield if they incorporate factors associated with larger intervention effects (e.g., used selective programs with a shorter duration that include homework).
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DOI：
10.1207/s15374424jccp3503_5
发表时间：
2006-09-01
影响因子：
4.2
作者：
Barrett, Paula M.;Farrell, Lara J.;Dadds, Mark
通讯作者：
Dadds, Mark
影响因子：
5.9
作者：
Gillham, Jane E.;Reivich, Karen J.;Seligman, Martin E. P.
通讯作者：
Seligman, Martin E. P.
影响因子：
3.7
作者：
Bearman, SK;Stice, E;Chase, A
通讯作者：
Chase, A
影响因子：
--
作者：
Gillham, Jane E.;Reivich, Karen J.;Seligman, Martin E. P.
通讯作者：
Seligman, Martin E. P.
影响因子：
2.3
作者：
Baranowski, T;Cullen, KW;Thompson, D
通讯作者：
Thompson, D