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Article: Effectiveness of a universal school-based programme for preventing depression in Chinese adolescents: a quasi-experimental pilot study

TitleEffectiveness of a universal school-based programme for preventing depression in Chinese adolescents: a quasi-experimental pilot study
Authors
KeywordsAdolescent disease
Cognitive therapy
Coping behavior
Depression
Evidence based practice
Issue Date2012
PublisherElsevier BV. The Journal's web site is located at http://www.elsevier.com/locate/jad
Citation
Journal of Affective Disorders, 2012, v. 142 n. 1-3, p. 106-114 How to Cite?
AbstractBACKGROUND: Evidence of the effectiveness, rather than efficacy, of universal school-based programmes for preventing depression among adolescents is limited. This study examined the effectiveness of a universal depression prevention programme, 'The Little Prince is Depressed' (LPD), which adopted the cognitive-behavioural model and aimed to reduce depressive symptoms and enhance protective factors of depression among secondary school students in Hong Kong. METHODS: A quasi-experimental design was adopted for this pilot study. Thirteen classes were assigned to the intervention or control conditions according to the deliberation of the programme administrator of the four participating schools. Implementation was carried out in two phases, with a professional-led first phase and teacher-led programme second phase. LPD consisted of a 12-week school-based face-to-face programme with psycho-educational lessons and homework assignments. RESULTS: Students completed the programme generally showed positive development in help-seeking attitudes and self-esteem. For students who had more depressive symptoms at pre-assessment, the programme was found to be significant in enhancing cognitive-restructuring skills and support-seeking behaviours. The programme was not, however, found to be statistically significant in reducing depressive symptoms of the participants over the study period. LIMITATIONS: A small sample size, a high attrition rate, and a short follow-up time frame. CONCLUSIONS: The LPD programme was successful in building resilience of the students in general and enhancing the cognitive-behavioural skills of students with depressive symptoms. While we did not find sufficient evidence for concluding that the LPD was effective in reducing depressive symptoms, we believe that these results highlight the challenges of implementing evidence-based practices generated from highly controlled environments in real-life settings.
Persistent Identifierhttp://hdl.handle.net/10722/172314
ISSN
2015 Impact Factor: 3.57
2015 SCImago Journal Rankings: 1.927
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorWong, PWCen_US
dc.contributor.authorFu, KWen_US
dc.contributor.authorChan, KYKen_US
dc.contributor.authorChan, WSCen_US
dc.contributor.authorLiu, PMYen_US
dc.contributor.authorLaw, YWen_US
dc.contributor.authorYip, PSFen_US
dc.date.accessioned2012-10-30T06:21:22Z-
dc.date.available2012-10-30T06:21:22Z-
dc.date.issued2012en_US
dc.identifier.citationJournal of Affective Disorders, 2012, v. 142 n. 1-3, p. 106-114en_US
dc.identifier.issn0165-0327en_US
dc.identifier.urihttp://hdl.handle.net/10722/172314-
dc.description.abstractBACKGROUND: Evidence of the effectiveness, rather than efficacy, of universal school-based programmes for preventing depression among adolescents is limited. This study examined the effectiveness of a universal depression prevention programme, 'The Little Prince is Depressed' (LPD), which adopted the cognitive-behavioural model and aimed to reduce depressive symptoms and enhance protective factors of depression among secondary school students in Hong Kong. METHODS: A quasi-experimental design was adopted for this pilot study. Thirteen classes were assigned to the intervention or control conditions according to the deliberation of the programme administrator of the four participating schools. Implementation was carried out in two phases, with a professional-led first phase and teacher-led programme second phase. LPD consisted of a 12-week school-based face-to-face programme with psycho-educational lessons and homework assignments. RESULTS: Students completed the programme generally showed positive development in help-seeking attitudes and self-esteem. For students who had more depressive symptoms at pre-assessment, the programme was found to be significant in enhancing cognitive-restructuring skills and support-seeking behaviours. The programme was not, however, found to be statistically significant in reducing depressive symptoms of the participants over the study period. LIMITATIONS: A small sample size, a high attrition rate, and a short follow-up time frame. CONCLUSIONS: The LPD programme was successful in building resilience of the students in general and enhancing the cognitive-behavioural skills of students with depressive symptoms. While we did not find sufficient evidence for concluding that the LPD was effective in reducing depressive symptoms, we believe that these results highlight the challenges of implementing evidence-based practices generated from highly controlled environments in real-life settings.en_US
dc.languageengen_US
dc.publisherElsevier BV. The Journal's web site is located at http://www.elsevier.com/locate/jaden_US
dc.relation.ispartofJournal of Affective Disordersen_US
dc.rightsNOTICE: this is the author’s version of a work that was accepted for publication in Journal of Affective Disorders. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Journal of Affective Disorders, 2012, v. 142 n. 1-3, p. 106-114. DOI: 10.1016/j.jad.2012.03.050-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectAdolescent diseaseen_US
dc.subjectCognitive therapyen_US
dc.subjectCoping behavioren_US
dc.subjectDepressionen_US
dc.subjectEvidence based practiceen_US
dc.titleEffectiveness of a universal school-based programme for preventing depression in Chinese adolescents: a quasi-experimental pilot studyen_US
dc.typeArticleen_US
dc.identifier.emailWong, PWC: paulw@hku.hken_US
dc.identifier.emailFu, KW: kwfu@hku.hken_US
dc.identifier.emailChan, WSC: wincy@hku.hken_US
dc.identifier.emailLaw, YW: flawhk@hku.hk-
dc.identifier.emailYip, PSF: sfpyip@hku.hk-
dc.identifier.authorityWong, PWC=rp00591en_US
dc.identifier.authorityFu, KW=rp00552en_US
dc.identifier.authorityYip, PSF=rp00596en_US
dc.description.naturepostprinten_US
dc.identifier.doi10.1016/j.jad.2012.03.050en_US
dc.identifier.pmid22840612-
dc.identifier.scopuseid_2-s2.0-84868132475en_US
dc.identifier.hkuros210582-
dc.identifier.volume142-
dc.identifier.issue1-3-
dc.identifier.spage106-
dc.identifier.epage114-
dc.identifier.isiWOS:000310565900016-
dc.publisher.placeNetherlandsen_US
dc.identifier.scopusauthoridYip, PSF=7102503720en_US
dc.identifier.scopusauthoridLaw, YW=55318914900en_US
dc.identifier.scopusauthoridLiu, PMY=26637472000en_US
dc.identifier.scopusauthoridChan, WSC=26425622500en_US
dc.identifier.scopusauthoridChan, KYK=55318993600en_US
dc.identifier.scopusauthoridFu, KW=16315896700en_US
dc.identifier.scopusauthoridWong, PWC=13607861800en_US
dc.identifier.citeulike11636330-

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