McCarthy Alyssa E, Young Jami F, Benas Jessica S, Gallop Robert J
Department of Psychology, Rutgers, The State University of New Jersey, 152 Frelinghuysen Road, Piscataway Township, NJ 08854.
Graduate School of Applied and Professional Psychology, Rutgers, The State University of New Jersey, 152 Frelinghuysen Road, Piscataway Township, NJ 08854.
J Emot Behav Disord. 2018 Sep;26(3):170-181. doi: 10.1177/1063426617717739. Epub 2017 Jul 5.
Previous research has demonstrated the effectiveness of school-based depression prevention programs in reducing depressive symptoms and improving functioning. This study examined whether these programs have positive effects on school-related outcomes. Students at 10 middle and high schools in New Jersey were randomized to weekly sessions of Interpersonal Psychotherapy - Adolescent Skills Training (IPT-AST) or group counseling (GC). Analyses examined whether there were intervention effects on participants' grades, attendance rates, and disciplinary outcomes over approximately one year post-intervention. Although there were no significant main effects of intervention condition, moderation analyses indicated more favorable effects of IPT-AST among certain higher-risk subgroups (e.g., those from low-income families). Participants who experienced meaningful improvement in their depressive symptoms had significantly more positive outcomes on overall grades than those who did not experience meaningful improvement, regardless of intervention condition. Further research is needed to clarify the effects of depression prevention programs on these school-related outcomes.
先前的研究已证明，以学校为基础的抑郁症预防项目在减轻抑郁症状和改善功能方面是有效的。本研究考察了这些项目对与学校相关的结果是否有积极影响。新泽西州10所初中和高中的学生被随机分配到每周一次的人际心理治疗——青少年技能培训（IPT-AST）或团体咨询（GC）课程中。分析考察了在干预后大约一年的时间里，干预对参与者的成绩、出勤率和纪律处分结果是否有影响。尽管干预条件没有显著的主效应，但调节分析表明，IPT-AST对某些高风险亚组（如来自低收入家庭的亚组）有更有利的影响。无论干预条件如何，抑郁症状有显著改善的参与者在总体成绩上比没有显著改善的参与者有更积极的结果。需要进一步的研究来阐明抑郁症预防项目对这些与学校相关的结果的影响。
