None listed
Conditions
Brief summary
This study aims to use an updated and more developmentally appropriate version of the Positive Thinking Skills Program to investigate the efficacy of the intervention amongst children aged 8-9 years old, in a rural setting. Rural areas have been identified to pose an increased risk of depression and other mental health problems (Kane, Day & Roberts, 2000), and therefore this program will provide a valuable mental health prevention program in an identified area of need. The program will be provided universally to children by their teachers and hence will avoid stigmatisation of children identified as at risk. This project is significant as it has the potential to impact upon the prevalence of depression amongst a much younger group of children (8- 9 years) than most of the current research demonstrates (Rooney, Roberts, Kane, Pike, Winsor, White & Brown, 2006). The potential prevention of internalising disorders in middle childhood may also result in a positive long term impact in various areas of a child’s life such as family, peer relationships academic performance and recreational activities as well as a reduction of the risk of further episodes of depression in adolescence and adulthood (Kovacs & Devlin, 1998). Hypotheses It is predicted that the Positive Thinking Skills program will be associated with fewer depressive symptoms; improved social and emotional functioning; a more positive attiributional style and fewer anxiety symptoms. H1: Compared to the control group, the intervention group will report lower levels of depressive symptomatology at post-test (as measured by the Mood and Feelings Questionnaire ) H2: Compared to the control group, the intervention group will report higher levels of social and emotional functioning at post-test (as measured by the Strengths and Difficulties Questionnaire) H3: Compared to the control group, the intervention group will report lower levels of anxiety symptomatology at post-test (as measured by the Spence Children’s Anxiety Scale) H4: Compared to the control group, the intervention group will report a less pessimistic attribution style (as measured by the Children’s Attributional Questionnaire)
Interventions
Mental health promotion program, titled, Positive Thinking Skills. Consists of ten, 60 minute weekly sessions, taught in schools by regular school teachers. The program is based on cognitive and behavioural theories, and includes strategies to promote emotional competence, social and cognitive skills to prevent depression and anxiety. All activities are developmentally appropriate for 8 – 9 year olds. The lessons focus on identifying feelings in self and others, promoting awareness of a range of
Mental health promotion program, titled, Positive Thinking Skills. Consists of ten, 60 minute weekly sessions, taught in schools by regular school teachers. The program is based on cognitive and behavioural theories, and includes strategies to promote emotional competence, social and cognitive skills to prevent depression and anxiety. All activities are developmentally appropriate for 8 – 9 year olds. The lessons focus on identifying feelings in self and others, promoting awareness of a range of feelings and how they are expressed. Cognitive and behavioural skills will be taught using games, activities and role plays. The sessions include: Week 1 - confidentiality and group rules; Week 2: Identifying my Feelings; Week 3: Comfortable and Uncomfortable Feelings; Week 4: Feelings and Situations; Week 5: Catching Your Thoughts; Week 6: Being Brave; Week 7: Thought, Feeling Connection; Week 8: Helpful and Unhelpful Thinking; Week 9: Changing your Thoughts; Week 10: Self -Esteem and Being Brave.
Sponsors
Curtin University of Technology
Study design
Allocation
Randomised controlled trial
Intervention model
Parallel
Primary purpose
Prevention
Masking
Open (masking not used)
Eligibility
Sex/Gender
All
Age
8 Years to 9 Years
Healthy volunteers
Yes
Inclusion criteria
Children aged between 8 to 9 years of age and have received consent to participate from both parent/guardian and child; attending Wagin and Corrigin District High Schools, Western Australia.
Exclusion criteria
No exclusion criteria
Outcome results
None listed