Teachers or Psychologists: Who Should Facilitate Depression Prevention Programs in Schools?
Abstract
:1. Introduction
1.1. Prevention of Depression
1.2. Qualification of Group Leaders
1.3. Gender Effect
1.4. Hypotheses
2. Experimental Section
2.1. Participants
2.2. Measure
2.3. The Cognitive-Behavioral Depression Prevention Program: LARS & LISA
2.4. Design and Procedure
2.5. Data Analysis
3. Results and Discussion
3.1. Baseline Comparisons
3.2. Girls
CB-P condition | CB-T condition | Control condition | ||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|
Boys | Girls | Boys | Girls | Boys | Girls | |||||||
Mean | SD | Mean | SD | Mean | SD | Mean | SD | Mean | SD | Mean | SD | |
CES-D at baseline | 13.92 | 7.55 | 18.11 | 9.79 | 14.80 | 9.27 | 20.97 | 10.41 | 14.77 | 8.04 | 18.91 | 10.26 |
(n = 120) | (n = 93) | (n = 109) | (n = 98) | (n = 128) | (n = 98) | |||||||
CES-D at post | 13.25 | 6.94 | 17.15 | 11.56 | 13.27 | 7.22 | 17.83 | 10.05 | 14.93 | 7.86 | 18.05 | 10.90 |
(n = 118) | (n = 88) | (n = 104) | (n = 94) | (n = 124) | (n = 96) | |||||||
CES-D at 6-mfu | 14.45 | 8.86 | 15.84 | 11.82 | 15.35 | 10.83 | 18.67 | 10.29 | 14.67 | 8.94 | 20.24 | 11.26 |
(n = 114) | (n = 79) | (n = 95) | (n = 87) | (n = 120) | (n = 90) | |||||||
CES-D at 12-mfu | 16.45 | 9.20 | 14.55 | 10.34 | 13.85 | 9.38 | 19.86 | 11.19 | 15.18 | 9.68 | 19.29 | 10.15 |
(n = 102) | (n = 64) | (n = 79) | (n = 76) | (n = 107) | (n = 77) |
Fixed effect | Girls | Boys | ||||
---|---|---|---|---|---|---|
Coefficient (SE) | t (df) | p | Coefficient (SE) | t (df) | p | |
INTRCPT3, γ000 | 17.85 (0.68) | 26.30 (33) | <0.001 | 13.90 (0.44) | 31.48 (33) | <0.001 |
INTRCPT3, γ100 | −0.23 (0.11) | −2.03 (31) | 0.051 | 0.21 (0.08) | 2.51 (31) | 0.018 |
CB-T, γ101 | 0.42 (0.14) | 2.93 (31) | 0.006 | −0.10 (0.11) | −0.83 (31) | 0.413 |
CONTROL, γ102 | 0.41 (0.14) | 2.88 (31) | 0.007 | −0.12 (0.11) | −1.11 (31) | 0.275 |
3.3. Boys
3.4. Discussion
4. Conclusions
Acknowledgments
Author Contributions
Conflicts of Interest
References
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Wahl, M.S.; Adelson, J.L.; Patak, M.A.; Pössel, P.; Hautzinger, M. Teachers or Psychologists: Who Should Facilitate Depression Prevention Programs in Schools? Int. J. Environ. Res. Public Health 2014, 11, 5294-5316. https://doi.org/10.3390/ijerph110505294
Wahl MS, Adelson JL, Patak MA, Pössel P, Hautzinger M. Teachers or Psychologists: Who Should Facilitate Depression Prevention Programs in Schools? International Journal of Environmental Research and Public Health. 2014; 11(5):5294-5316. https://doi.org/10.3390/ijerph110505294
Chicago/Turabian StyleWahl, Melanie S., Jill L. Adelson, Margarete A. Patak, Patrick Pössel, and Martin Hautzinger. 2014. "Teachers or Psychologists: Who Should Facilitate Depression Prevention Programs in Schools?" International Journal of Environmental Research and Public Health 11, no. 5: 5294-5316. https://doi.org/10.3390/ijerph110505294