Tara M. Chaplin

School-Based Prevention of Depressive Symptoms: A Randomized Controlled Study of the Effectiveness and Specificity of the Penn Resiliency Program

The authors investigated the effectiveness and specificity of the Penn Resiliency Program (PRP; J. E. Gillham, L. H. Jaycox, K. J. Reivich, M. E. P. Seligman, & T. Silver, 1990), a cognitive-behavioral depression prevention program. Children (N = 697) from 3 middle schools were randomly assigned to PRP, Control (CON), or the Penn Enhancement Program (PEP; K. J. Reivich, 1996; A. J. Shatté, 1997), an alternate intervention that controls for nonspecific intervention ingredients. Childrens depressive symptoms were assessed through 3 years of follow-up. There was no intervention effect on average levels of depressive symptoms in the full sample. Findings varied by school. In 2 schools, PRP significantly reduced depressive symptoms across the follow-up relative to both CON and PEP. In the 3rd school, PRP did not prevent depressive symptoms. The authors discuss the findings in relation to previous research on PRP and the dissemination of prevention programs.

Depression Prevention for Early Adolescent Girls: A Pilot Study of All Girls Versus Co-Ed Groups.

Given the dramatic increase in depression that occurs during early adolescence in girls, interventions must address the needs of girls. The authors examined whether a depression prevention program, the Penn Resiliency Program, was more effective for girls in all-girls groups than in co-ed groups. Within co-ed groups, the authors also tested whether there were greater effects for boys than for girls. Participants were 20811-to 14-year-olds. Girls were randomly assigned to all-girls groups, co-ed groups, or control. Boys were assigned to co-ed groups or control. Students completed questionnaires on depressive symptoms, hopelessness, and explanatory style before and after the intervention. Girls groups were better than co-ed groups in reducing girls’ hopelessness and for session attendance rates but were similar to co-ed groups in reducing depressive symptoms. Co-ed groups decreased depressive symptoms, but this did not differ by gender. Findings support prevention programs and suggest additional benefits of girls groups.

From Helplessness to Optimism: The Role of Resilience in Treating and Preventing Depression in Youth

Some of the most common psychological disorders in children and adolescents are internalizing disorders such as depression and anxiety. Research on the development of depression and anxiety suggests that internalizing disorders can be reduced, even prevented, by promoting more accurate cognitive styles, problem-solving skills, and supportive family relationships. Several cognitive–behavioral interventions have shown promise in treating and preventing depression and anxiety. We review the Penn Resiliency Program (PRP) as an example of such an intervention. We suggest that most of the skills covered in the PRP and similar preventive interventions are not specific to depression or anxiety and can be useful for increasing young people’s resiliency more generally. Interventions that teach and reinforce these skills can help children to navigate a variety of difficult situations they are likely to encounter during adolescence and adulthood.

Gender, Anxiety, and Depressive Symptoms: A Longitudinal Study of Early Adolescents.

Does anxiety lead to depression more for girls than for boys? This study prospectively examines gender differences in the relationship between anxiety and depressive symptoms in early adolescence. One hundred thirteen 11-to 14-year-old middle school students complete questionnaires assessing depressive symptoms and three dimensions of anxiety (worry and oversensitivity, social concerns and concentration, and physiological anxiety) as well as total anxiety symptoms at an initial assessment and 1 year later. Total anxiety and worry and oversensitivity symptoms are found to predict later depressive symptoms more strongly for girls than for boys. There is a similar pattern of results for social concerns and concentration symptoms, although this does not reach statistical significance. Physiological anxiety predicts later depressive symptoms for both boys and girls. These findings highlight the importance of anxiety for the development of depression in adolescence, particularly worry and oversensitivity among girls.

Preventing Co-Occurring Depression Symptoms in Adolescents with Conduct Problems The Penn Resiliency Program

Abstract:u2002 Children who exhibit elevated levels of conduct problems are at increased risk for developing co‐occurring depression symptoms, especially during adolescence. This study tests the effectiveness of a manualized after school intervention (the Penn Resiliency Program [PRP]) for the prevention of depression symptoms among a subset of middle‐school‐aged students who exhibited elevated levels of conduct problems, but not depression symptoms, at the start of the study. Longitudinal analyses demonstrate that the program successfully prevented elevations in depression symptoms across early‐ to mid‐adolescence compared to no‐intervention controls.

Evaluation of a group cognitive-behavioral depression prevention program for young adolescents: a randomized effectiveness trial.

Depression is a common psychological problem in adolescence. Recent research suggests that group cognitive-behavioral interventions can reduce and prevent symptoms of depression in youth. Few studies have tested the effectiveness of such interventions when delivered by school teachers and counselors (as opposed to research team staff). We evaluated the effectiveness of the Penn Resiliency Program for adolescents (PRP-A), a school-based group intervention that targets cognitive behavioral risk factors for depression. We randomly assigned 408 middle school students (ages 10–15) to one of three conditions: PRP-A, PRP-AP (in which adolescents participated in PRP-A and parents were invited to attend a parent intervention component), or a school-as-usual control. Adolescents completed measures of depression and anxiety symptoms, cognitive style, and coping at baseline, immediately after the intervention, and at 6-month follow-up. PRP-A reduced depression symptoms relative to the school as usual control. Baseline levels of hopelessness moderated intervention effects. Among participants with average and high levels of hopelessness, PRP (A and AP) significantly improved depression symptoms, anxiety symptoms, hopelessness, and active coping relative to control. Among participants with low baseline hopelessness, we found no intervention effects. PRP-AP was not more effective than PRP-A alone. We found no intervention effects on clinical levels of depression or anxiety. These findings suggest that cognitive-behavioral interventions can be beneficial when delivered by school teachers and counselors. These interventions may be most helpful to students with elevated hopelessness.

From Helplessness to Optimism

Some of the most common psychological disorders in children and adolescents are internalizing disorders such as depression and anxiety. Research on the development of depression and anxiety suggests that internalizing disorders can be reduced, even prevented, by promoting more accurate cognitive styles, problem-solving skills, and supportive family relationships. Several cognitive-behavioral interventions have shown promise in treating and preventing depression and anxiety. We review the Penn Resiliency Program as an example of such an intervention. We suggest that most of the skills covered in the Penn Resiliency Program and similar preventive interventions are not specific to depression or anxiety and can be useful for increasing young people’s resiliency more generally. Interventions that teach and reinforce these skills can help children to navigate a variety of difficult situations they are likely to encounter during adolescence and adulthood.