Alison L Neil1, Helen Christensen. 1. Centre for Mental Health Research, Australian National University, Canberra, ACT. alison.neil@anu.edu.au
Abstract
OBJECTIVE: To establish the nature and efficacy of Australian school-based prevention and early intervention programs for anxiety and depression. DATA SOURCES: Cochrane, PsychInfo and PubMed databases, and the Primary Mental Health Care Australian Resource Centre database, were searched in June 2006. Additional materials were obtained from program websites, reference lists and authors. STUDY SELECTION: Programs that were developed in Australia or trialled in Australia and addressed anxiety, depression, or resilience were included. DATA SYNTHESIS: 24 efficacy or effectiveness trials of 9 intervention programs were identified. Most were based on cognitive behaviour therapy, interpersonal therapy or psychoeducation. Six were universal interventions, two were indicated programs and one was a treatment program. Most were associated with short-term improvements or symptom reduction at follow-up. CONCLUSIONS: A number of schools programs produce positive outcomes. However, even well established programs require further evaluation to establish readiness for broad dissemination as outlined in the standards of the Society for Prevention Research.
OBJECTIVE: To establish the nature and efficacy of Australian school-based prevention and early intervention programs for anxiety and depression. DATA SOURCES: Cochrane, PsychInfo and PubMed databases, and the Primary Mental Health Care Australian Resource Centre database, were searched in June 2006. Additional materials were obtained from program websites, reference lists and authors. STUDY SELECTION: Programs that were developed in Australia or trialled in Australia and addressed anxiety, depression, or resilience were included. DATA SYNTHESIS: 24 efficacy or effectiveness trials of 9 intervention programs were identified. Most were based on cognitive behaviour therapy, interpersonal therapy or psychoeducation. Six were universal interventions, two were indicated programs and one was a treatment program. Most were associated with short-term improvements or symptom reduction at follow-up. CONCLUSIONS: A number of schools programs produce positive outcomes. However, even well established programs require further evaluation to establish readiness for broad dissemination as outlined in the standards of the Society for Prevention Research.
Authors: Sonia Conejo-Cerón; Patricia Moreno-Peral; Alberto Rodríguez-Morejón; Emma Motrico; Desirée Navas-Campaña; Alina Rigabert; Carlos Martín-Pérez; Antonina Rodríguez-Bayón; María Isabel Ballesta-Rodríguez; Juan de Dios Luna; Javier García-Campayo; Miquel Roca; Juan Ángel Bellón Journal: Ann Fam Med Date: 2017-05 Impact factor: 5.166
Authors: Alison L Neil; Philip Batterham; Helen Christensen; Kylie Bennett; Kathleen M Griffiths Journal: J Med Internet Res Date: 2009-02-23 Impact factor: 5.428
Authors: Juan Ángel Bellón; Sonia Conejo-Cerón; Patricia Moreno-Peral; Michael King; Irwin Nazareth; Carlos Martín-Pérez; Carmen Fernández-Alonso; María Isabel Ballesta-Rodríguez; Anna Fernández; José María Aiarzaguena; Carmen Montón-Franco; Inmaculada Ibanez-Casas; Emiliano Rodríguez-Sánchez; Antonina Rodríguez-Bayón; Antoni Serrano-Blanco; María Cruz Gómez; Pilar LaFuente; María Del Mar Muñoz-García; Pilar Mínguez-Gonzalo; Luz Araujo; Diego Palao; Maite Espinosa-Cifuentes; Fernando Zubiaga; Desirée Navas-Campaña; Juan Mendive; Jose Manuel Aranda-Regules; Alberto Rodriguez-Morejón; Luis Salvador-Carulla; Juan de Dios Luna Journal: BMC Psychiatry Date: 2013-06-19 Impact factor: 3.630