PROBLEM: Hispanic children have greater mental health challenges but fewer received mental health services than other ethnic groups. A classroom-based Emotional Health Curriculum (EHC) was developed to address mental health disparities in an underserved Hispanic community. METHODS: A quasi-experimental design with one group pre- and post-intervention was used to test the feasibility of an 8-week EHC for one hundred 3rd and 4th grade children in a dual-immersion Spanish-English elementary school. Limited efficacy was measured by changes in depression and anxiety scores reported by children and teachers. Acceptance was evaluated by a child-reported satisfaction survey and a focus group in which the four teachers shared their experiences. Implementation was measured by participation, retention, and fidelity rates. FINDINGS: The child-reported depression and anxiety and teacher-reported depression were significantly decreased in at-risk children with the effect size ranging from 0.60 to 1.16 (ps < 0.05). The majority of children (89.7%) enjoyed the EHC and teachers observed that children had acquired skills to manage their emotional distress. The participation, retention, and fidelity rates were 98%, 94%, and 99.13%, respectively. CONCLUSIONS: The results provide promising evidence that the EHC has the potential to improve depression and anxiety symptoms in at-risk children.
PROBLEM: Hispanic children have greater mental health challenges but fewer received mental health services than other ethnic groups. A classroom-based Emotional Health Curriculum (EHC) was developed to address mental health disparities in an underserved Hispanic community. METHODS: A quasi-experimental design with one group pre- and post-intervention was used to test the feasibility of an 8-week EHC for one hundred 3rd and 4th grade children in a dual-immersion Spanish-English elementary school. Limited efficacy was measured by changes in depression and anxiety scores reported by children and teachers. Acceptance was evaluated by a child-reported satisfaction survey and a focus group in which the four teachers shared their experiences. Implementation was measured by participation, retention, and fidelity rates. FINDINGS: The child-reported depression and anxiety and teacher-reported depression were significantly decreased in at-risk children with the effect size ranging from 0.60 to 1.16 (ps < 0.05). The majority of children (89.7%) enjoyed the EHC and teachers observed that children had acquired skills to manage their emotional distress. The participation, retention, and fidelity rates were 98%, 94%, and 99.13%, respectively. CONCLUSIONS: The results provide promising evidence that the EHC has the potential to improve depression and anxiety symptoms in at-risk children.
Authors: Tamar Mendelson; Mark T Greenberg; Jacinda K Dariotis; Laura Feagans Gould; Brittany L Rhoades; Philip J Leaf Journal: J Abnorm Child Psychol Date: 2010-10
Authors: Janet R Cummings; Brady G Case; Xu Ji; David H Chae; Benjamin G Druss Journal: J Am Acad Child Adolesc Psychiatry Date: 2014-07-03 Impact factor: 8.829
Authors: Lisa A Uebelacker; Beth A Marootian; Paul A Pirraglia; Jennifer Primack; Patrick M Tigue; Ryan Haggarty; Lavinia Velazquez; Jennifer J Bowdoin; Zornitsa Kalibatseva; Ivan W Miller Journal: Community Ment Health J Date: 2011-01-26
Authors: Jane E Gillham; Karen J Reivich; Derek R Freres; Tara M Chaplin; Andrew J Shatté; Barbra Samuels; Andrea G L Elkon; Samantha Litzinger; Marisa Lascher; Robert Gallop; Martin E P Seligman Journal: J Consult Clin Psychol Date: 2007-02