Paul Stallard1, Rhiannon Buck. 1. Child and Adolescent Mental Health Research Group, 22-23 Eastwood, Department for Health, University of Bath, Bath BA2 7AY, UK. p.stallard@bath.ac.uk
Abstract
BACKGROUND: The limited reach and effectiveness of psychological treatments for adolescent depression have fuelled interest in alternative approaches designed to promote resilience. Schools offer a convenient location for the widespread delivery of depression prevention programmes, although little research has evaluated the feasibility of delivering interventions in this setting. AIMS: To investigate the feasibility of delivering and evaluating a universal school-based depression prevention programme for children aged 12-16 years. METHOD: A three-arm pilot study was conducted in one UK secondary school (n = 834). RESULTS: Interventions had good reach (96%), with high rates of consent (89%) and reasonable retention (78%). The majority of intervention sessions were delivered as intended, with 85% of students attending seven or more sessions. The programme was acceptable to students and teachers, with the specific content of the active intervention being rated differently from the control programmes. CONCLUSIONS: Delivering and undertaking methodologically robust evaluations of universal school-based depression programmes is feasible.
BACKGROUND: The limited reach and effectiveness of psychological treatments for adolescent depression have fuelled interest in alternative approaches designed to promote resilience. Schools offer a convenient location for the widespread delivery of depression prevention programmes, although little research has evaluated the feasibility of delivering interventions in this setting. AIMS: To investigate the feasibility of delivering and evaluating a universal school-based depression prevention programme for children aged 12-16 years. METHOD: A three-arm pilot study was conducted in one UK secondary school (n = 834). RESULTS: Interventions had good reach (96%), with high rates of consent (89%) and reasonable retention (78%). The majority of intervention sessions were delivered as intended, with 85% of students attending seven or more sessions. The programme was acceptable to students and teachers, with the specific content of the active intervention being rated differently from the control programmes. CONCLUSIONS: Delivering and undertaking methodologically robust evaluations of universal school-based depression programmes is feasible.
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