Developing the universal unified prevention program for diverse disorders for school-aged children

Abstract Background Psychological problems during childhood and adolescence are highly prevalent, frequently comorbid, and incur severe social burden. A school-based universal prevention approach is one avenue to address these issues. Objective The first aim of this study was the development of a novel, transdiagnostic cognitive-behavioral universal prevention program: The Universal Unified Prevention Program for Diverse Disorders (Up2-D2). The second aim of this study was to examine the acceptability and fidelity of the Up2-D2. Methods Classroom teachers who attended a 1-day workshop implemented the Up2-D2 independently as a part of their regular curricula. To assess the acceptability of the Up2-D2, 213 children (111 boys and 102 girls) aged 9–12 years completed questionnaires about their enjoyment, comprehension, attainment, applicability, and self-efficacy after completing Lessons 1–12. For fidelity, research assistants independently evaluated audio files that were randomly selected and assigned (27.3%). Results Our preliminary evaluation revealed the program was highly enjoyable, clear, and applicable for students. In addition, self-efficacy demonstrated a trend of gradually increasing over the 12 sessions. The total fidelity observed in the two schools was sufficient (76.2%), given the length of the teacher training. Conclusions The results of this study supported the theory that the Up2-D2 could be feasible in real-world school settings when classroom teachers implement the program. We discussed current research and practical issues of using universal prevention to address mental health problems in school, based on implementation science for user-centered design.

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Changes in self-efficacy in Japanese school-age children with and without high autistic traits after the Universal Unified Prevention Program: a single-group pilot study

Child and Adolescent Psychiatry and Mental Health ◽

10.1186/s13034-021-00398-y ◽

2021 ◽

Vol 15 (1) ◽

Author(s):

Takuya Oka ◽

Shin-ichi Ishikawa ◽

Aya Saito ◽

Kazushi Maruo ◽

Andrew Stickley ◽

...

Keyword(s):

Mental Health ◽

Social Skills ◽

Pilot Study ◽

Prevention Program ◽

Self Efficacy ◽

Mental Health Problems ◽

Autistic Traits ◽

General Mental Health ◽

Universal Program ◽

School Based

Abstract Background Research has shown the efficacy of school-based programs for mental health problems in children. However, few studies have focused on the strengths of children, such as resilience, which is essential in preventing mental health problems. Moreover, no research has investigated the effect of a universal school-based program on children with increased autistic traits in mainstream classes. We examined the changes in children's self-efficacy, social skills, and general mental health after the implementation of a newly developed universal program, the Universal Unified Prevention Program for Diverse Disorders (Up2-D2), and whether similar changes occurred in children with and without higher autistic traits. Methods To assess possible changes associated with the program, questionnaires were collected from 396 children (207 boys and 189 girls) aged 9–12 years old before (T1), immediately after (T2), and three months after (T3) the implementation of the program. Results Results from a linear mixed-effects model showed a significant increase in children's self-efficacy at T2 (adjusted difference 0.49, 95% CI 0.03–0.94; p < 0.05) and T3 (0.78, 95% CI 0.32–1.23; p < 0.001). There were also significant positive changes in social skills and general mental health. Similar changes were observed in children with high autistic traits. Autistic traits at T1 did not contribute to the degree of change in self-efficacy. Conclusions Our pilot study suggests that a universal program has the potential to promote positive attitudes and mental health in both at-risk and not-at-risk children.

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Changes in Self-Efficacy in Japanese School-Age Children With and Without High Autistic Traits after the Universal Unified Prevention Program: A Single-Group Pilot Study

10.21203/rs.3.rs-141258/v1 ◽

2021 ◽

Author(s):

Takuya Oka ◽

Shin-ichi Ishikawa ◽

Toshiki Shioiri ◽

Kazushi Maruo ◽

Andrew Stickley ◽

...

Keyword(s):

Mental Health ◽

Social Skills ◽

Pilot Study ◽

Prevention Program ◽

Self Efficacy ◽

Mental Health Problems ◽

Autistic Traits ◽

General Mental Health ◽

Universal Program ◽

School Based

Abstract Background: Research has shown the efficacy of school-based programs for mental health problems in children. However, few studies have focused on the strengths of children, such as resilience, which is essential in preventing mental health problems. Moreover, no research has investigated the effect of a universal school-based program on children with increased autistic traits in mainstream classes. We examined the changes in children's self-efficacy, social skills, and general mental health after the implementation of a newly developed universal program, the Universal Unified Prevention Program for Diverse Disorders (Up2‐D2), and whether similar changes occurred in children with and without higher autistic traits. Methods: To assess possible changes associated with the program, questionnaires were collected from 396 children (207 boys and 189 girls) aged 9-12 years old before (T1), immediately after (T2), and three months after (T3) the implementation of the program. Results: Results from a linear mixed-effects model showed a significant increase in children's self-efficacy at T2 (adjusted difference 0.49, 95% CI 0.03 to 0.94; p < 0.05) and T3 (0.78, 95% CI 0.32 to 1.23; p < 0.001). There were also significant positive changes in social skills and general mental health. Similar changes were observed in children with high autistic traits. Autistic traits at T1 did not contribute to the degree of change in self-efficacy. Conclusions: Our pilot study suggests that a universal program has the potential to promote positive attitudes and mental health in both at-risk and not-at-risk children.

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Evidence-Based Practice in School Mental Health

10.1093/oso/9780190886578.001.0001 ◽

2019 ◽

Keyword(s):

Mental Health ◽

Mental Disorders ◽

Mental Health Problems ◽

Common Mental Disorders ◽

Adolescent Psychopathology ◽

Real Life ◽

Childhood And Adolescence ◽

Dsm 5 ◽

School Based ◽

K 12

Schools have become the default mental health providers for children and adolescents, but they are often poorly equipped to meet the mental health needs of their students. The introduction tackles how to make students eligible for school-based services using the Individuals with Disabilities Education Act or Section 504 of the Rehabilitation Act. Using the new DSM-5 as an organizing principle, this book then addresses the 12 most common mental disorders of childhood and adolescence, ages 3–18. While there are many books that address child and adolescent psychopathology, this book focuses on how to help students with mental disorders in pre-K–12 schools. Each chapter addresses the prevalence of a disorder in school-age populations, appropriate diagnostic criteria, differential diagnosis, comorbid disorders, rapid assessment instruments available, school-based interventions using multitiered systems of support, and easy-to-follow suggestions for progress monitoring. Unique to this book, each chapter has detailed suggestions for how school-based clinicians can collaborate with teachers, parents, and community providers to address the needs of youth with mental health problems so that school, home, and community work together. Each chapter ends with a list of extensive web resources and a real-life case example drawn from the clinical practice of the authors. The final chapter addresses two newly proposed diagnoses for self-harm in the DSM-5 and brings a cautious and sensible approach to assessing and helping students who may be at risk for serious self-injury or suicide.

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Preliminary Evaluation of a School-Based Youth Leadership and Prevention Program in Rural Alaska Native Communities

School Mental Health ◽

10.1007/s12310-016-9203-2 ◽

2016 ◽

Vol 9 (2) ◽

pp. 172-183 ◽

Cited By ~ 4

Author(s):

Lisa Wexler ◽

Kalpana Poudel-Tandukar ◽

Suzanne Rataj ◽

Lucas Trout ◽

Krishna C. Poudel ◽

...

Keyword(s):

Alaska Native ◽

Prevention Program ◽

Youth Leadership ◽

Preliminary Evaluation ◽

Native Communities ◽

School Based ◽

Rural Alaska

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Differential Impact of a Universal Prevention Program on Academic Self-Efficacy: the Moderating Role of Baseline Self-Control

Prevention Science ◽

10.1007/s11121-021-01315-7 ◽

2021 ◽

Author(s):

Rashelle J. Musci ◽

Kristin Voegtline ◽

Radhika Raghunathan ◽

Nicholas S. Ialongo ◽

Sara B. Johnson

Keyword(s):

Prevention Program ◽

Self Efficacy ◽

Self Control ◽

Universal Prevention ◽

Differential Impact ◽

Academic Self Efficacy ◽

Moderating Role

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Effects of implicit affect on emotional coping and school adjustment: A short-term longitudinal study with a school-based universal prevention program for enhancing emotional abilities

European Psychiatry ◽

10.1016/j.eurpsy.2016.01.534 ◽

2016 ◽

Vol 33 (S1) ◽

pp. s219-s219

Author(s):

K. Uchida ◽

T. Yokoshima ◽

K. Yamasaki

Keyword(s):

Prevention Program ◽

Classroom Climate ◽

School Adjustment ◽

Hierarchical Regression ◽

Universal Prevention ◽

Implicit Affect ◽

School Based ◽

Emotional Coping ◽

Motivation For Learning ◽

Competing Interest

In recent years, affect and emotions are hot research topics in the domains of psychology and brain science. Moreover, an increasing number of studies have started to investigate the effects of implicit affect on health and adjustment. The purpose of this study was to examine the effects of implicit affect on explicit emotional coping with others’ emotions and school adjustment in children.MethodsParticipants were 5th- and 6th-grade children in two public elementary schools in Japan. The final samples were fifty-six children (25 boys and 31 girls). Participants completed a battery of three questionnaires just before (T1) and after (T2) an school-based universal prevention program for enhancing emotional coping abilities with others’ emotions, which was implemented in eight classes during one month. The questionnaires were utilized for assessing implicit positive and negative affect (IPA and INA), explicit emotional coping abilities to identify, understand, and regulate others’ emotions, and the adaptive status of children at school.ResultsHierarchical regression analyses showed that higher IPA at T1 was associated with higher explicit emotional coping and motivation for learning at T2. Also, higher INA at T1 was related to better peer relationship at T2. Moreover, higher IPA and INA at T1 were concerned with higher scores of classroom climate and approval at T2.ConclusionThis study suggested that higher IPA leads to higher explicit emotional coping with others’ emotions. Also, it suggested that higher implicit affectivity (i.e., both higher IPA and INA) causes more adaptive status of children at school.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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For Whom Does It Work? Subgroup Differences in the Effects of a School-Based Universal Prevention Program

Prevention Science ◽

10.1007/s11121-012-0329-7 ◽

2013 ◽

Vol 14 (5) ◽

pp. 479-488 ◽

Cited By ~ 20

Author(s):

Jantine L. Spilt ◽

Johannes M. Koot ◽

Pol A. C. van Lier

Keyword(s):

Prevention Program ◽

Universal Prevention ◽

Subgroup Differences ◽

School Based

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Influence of general self-efficacy on the effects of a school-based universal primary prevention program of depressive symptoms in adolescents: a randomized and controlled follow-up study

Journal of Child Psychology and Psychiatry ◽

10.1111/j.1469-7610.2004.00395.x ◽

2005 ◽

Vol 46 (9) ◽

pp. 982-994 ◽

Cited By ~ 55

Author(s):

Patrick Possel ◽

Christiane Baldus ◽

Andrea B. Horn ◽

Gunter Groen ◽

Martin Hautzinger

Keyword(s):

Depressive Symptoms ◽

Primary Prevention ◽

Prevention Program ◽

Self Efficacy ◽

Follow Up Study ◽

Primary Prevention Program ◽

School Based ◽

General Self Efficacy

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Measuring Implementation of a School-Based Violence Prevention Program

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000165 ◽

2014 ◽

Vol 222 (1) ◽

pp. 49-57 ◽

Cited By ~ 23

Author(s):

Marie-Therese Schultes ◽

Elisabeth Stefanek ◽

Rens van de Schoot ◽

Dagmar Strohmeier ◽

Christiane Spiel

Keyword(s):

Violence Prevention ◽

Program Implementation ◽

Prevention Program ◽

Self Efficacy ◽

School Teacher ◽

Evaluation Studies ◽

Implementation Fidelity ◽

School Based ◽

Participant Responsiveness ◽

Violence Prevention Program

When school-based prevention programs are put into practice, evaluation studies commonly only consider one indicator of program implementation. The present study investigates how two different aspects of program implementation – fidelity and participant responsiveness – jointly influence proximal outcomes of the school-based violence prevention program ViSC. The program was implemented in 20 schools across Austria. Trainers conducted in-school teacher trainings with varying implementation fidelity to the program schedule. In a two-wave evaluation study, 370 teachers provided data about their participant responsiveness and the program’s proximal outcomes. The latter comprised their self-efficacy to stop violence among students and their behavior in bullying situations. Multilevel analyses showed that teachers’ self-efficacy was significantly more enhanced in schools where the ViSC program had been implemented with high fidelity. Furthermore, only teachers with high participant responsiveness significantly changed their behavior in bullying situations. Implications for program developers and suggestions for further research on implementation are discussed.

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