Depressive symptoms Mental and Behavioural Disorders Depression
Conditions
Interventions
1. The intervention was based on a cognitive-behavioural therapy model, delivered to targeted students in a pre-defined school room
2. The program consisted of 8 weekly sessions each lasting 45 minut
Sponsors
University of the Andes (Universidad de los Andes) (Chile)
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: 1. Adolescents attending Second secondary grade in state schools (ages 13 to 18 years) 2. State schools located in Santiago of Chile 3. Adolescents with depressive symptoms over a cut-off score: in boys > 10 and in girls > 15
Exclusion criteria
Exclusion criteria: Does not meet inclusion criteria
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| 1. Beck Depression Inventory II (BDI-II) was was to assess depressive symptoms and to determine recovery rate: percentage of students included in the study who had lower than 11 points for boys and lower than 16 points for girls 3 months after completing the intervention 2. This is a brief and well-established depression questionnaire translated to different languages and used widely throughout the world 3. It has previously been used among adolescents in Chile and in other Latin-American countries showing good psychometric properties 4. It is self-completed which has the advantage of reducing potential observer bias since it is unlikely that observers will be completely blind to allocation 5. The BDI- II also provides a good measure of the cognitive changes expected to occur with the intervention | — |
Secondary
| Measure | Time frame |
|---|---|
| 1. Revised Child Anxiety and Depression Scale (RCADS): this is an adaptation of the Spence Child Anxiety Scale (SCAS) and intends to assess symptoms of DSM-defined anxiety disorders and major depression 2. The scale consists of 47 items that on the basis of exploratory factor analysis are allocated to six subscales: 2.1. Social phobia (9 items) 2.2. Panic disorder (9 items) 2.3. Major depressive disorder (10 items) 2.4. Separation anxiety disorder (7 items) 2.5. Generalized anxiety disorder (6 items) 2.6. Obsessive-compulsive disorder (6 items) 3. Items have to be scored on a 4 point scale 4. RCADS subscale scores can be obtained by summing across relevant items 5. We excluded the depression and separation anxiety sub-scales because these were either covered by other scales or irrelevant to students of this age 6. School records of academic performance: we will only use grades obtained through formal testing because these are standardised across schools 7. Other assessments: 7.1. Measures of psychological functioning: Children?s Automatic Thoughts Scale (CATS)This self completed scale assesses a range of negative self statements in children and young people aged 7-16. For each item the child is asked to rate whether they have had a similar thought over the past week. Each item is rated as ?not at all? (scores 0), ?sometimes? (scores 1), ?fairly often? (scores 2), ?often? (scores 3) or ?all the time? (scores 4) 7.2. Confirmatory factor analysis identified 4 distinct but correlated factors relating to thoughts about physical threat, social threat, personal failure and hostility. Internal consistency for the total score was high (Cronbach Alpha=0.95) with acceptable test ?retest reliability (0.79). The scale has been found to effectively discriminate between a community and clinical sample with the personal failure sub-scale being the strongest predictor of depressive symptoms. The 10 item personal failure sub-scale will be used. 7.3. The Short Form of the Social P | — |
Countries
Chile
Outcome results
None listed