Swartz Karen, Musci Rashelle J, Beaudry Mary Beth, Heley Kathryn, Miller Leslie, Alfes Clarissa, Townsend Lisa, Thornicroft Graham, Wilcox Holly C
Karen Swartz, Mary Beth Beaudry, Leslie Miller, Clarissa Alfes, Lisa Townsend, and Holly C. Wilcox are with the Department of Psychiatry & Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, MD. Rashelle J. Musci is with the Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, Baltimore. Kathryn Heley is with the Department of Health Policy and Management, Johns Hopkins Bloomberg School of Public Health. Graham Thornicroft is with the Centre for Global Mental Health, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK.
Am J Public Health. 2017 Dec;107(12):1970-1976. doi: 10.2105/AJPH.2017.304088. Epub 2017 Oct 19.
To determine the effectiveness of a universal school-based depression education program.
In 2012-2015, we matched 6679 students from 66 secondary schools into pairs by state (Maryland, Delaware, Pennsylvania, Michigan, and Oklahoma) and randomized to the Adolescent Depression Awareness Program (ADAP; n = 3681) or to a waitlist control condition (n = 2998). Trained teachers delivered ADAP as part of the health education curriculum to students aged 14 to 15 years. The primary outcome was depression literacy. Secondary outcomes included mental health stigma and, in a subset of the sample, the receipt of mental health services. Follow-up was at 4 months.
ADAP resulted in significantly higher levels of depression literacy among participating students than did waitlist controls, after adjusting for pretest assessment depression literacy (P < .001). Overall, ADAP did not significantly affect stigma (P = .1). After ADAP, students approached 46% of teachers with concerns about themselves or others. Of students who reported the need for depression treatment, 44% received treatment within 4 months of ADAP implementation.
ADAP is an effective public health intervention for improving depression literacy among students.
Clinicaltrials.gov NCT02099305.
确定一项基于学校的普及性抑郁症教育项目的有效性。
在2012 - 2015年期间，我们将来自66所中学的6679名学生按州（马里兰州、特拉华州、宾夕法尼亚州、密歇根州和俄克拉何马州）进行配对，并随机分为青少年抑郁症认知项目组（ADAP；n = 3681）或候补对照组（n = 2998）。经过培训的教师将ADAP作为健康教育课程的一部分，教授给14至15岁的学生。主要结果是抑郁症知识素养。次要结果包括心理健康污名化，以及在样本的一个子集中，接受心理健康服务的情况。随访时间为4个月。
在对预测试评估的抑郁症知识素养进行调整后，ADAP组参与学生的抑郁症知识素养水平显著高于候补对照组（P <.001）。总体而言，ADAP对污名化没有显著影响（P = 0.1）。参加ADAP后，46%的学生就自身或他人的问题向教师咨询。在报告需要抑郁症治疗的学生中，44%在ADAP实施后的4个月内接受了治疗。
ADAP是一项有效的公共卫生干预措施，可提高学生的抑郁症知识素养。
Clinicaltrials.gov NCT02099305。
