scholarly journals Contextualized School-Based Cognitive Behavioral Therapy (CBT) Intervention for Malaysian Secondary School Students

2020 ◽  
Vol 11 ◽  
Author(s):  
Jo Anne Saw ◽  
Cai Lian Tam ◽  
Vanlal Thanzami ◽  
Gregory Bonn
Keyword(s):  
Depressive Symptoms ◽  
Secondary School ◽  
Depressive Symptomatology ◽  
Effective Means ◽  
School Context ◽  
Intervention Group ◽  
Control Group ◽  
School Students ◽  
School Based ◽  
Negative Thoughts

This study investigates the effectiveness of the school-based Shine Through Any Roadblocks (STAR) CBT intervention, by a screening conducted on 634 students from eight secondary schools in Malaysia. Participants (n = 85) who fulfilled the eligibility criteria were assigned randomly to either the intervention group (n = 42) or the assessment-only waitlist control group (n = 43). The intervention consisted of eight group-based sessions over a period of 2 months. Sessions were 60-min each and conducted according to the STAR module. Outcome measures (depressive symptoms and automatic negative thoughts) were administered at five intervals: baseline/pre-intervention, mid-intervention, post-intervention, 1-month after intervention, and 3-months after intervention. Results showed significant and lasting lower levels of depressive symptoms and automatic negative thoughts in the intervention group, indicating that the STAR intervention could be an effective means of reducing depressive symptomatology among adolescents. Clinical implications for the Malaysian secondary school context are further discussed.

Efficacy of an online intervention for treatment of depressive disorders: a three-arm randomized controlled trial comparing guided and unguided self-help with waitlist control (Preprint)

2021 ◽  
Author(s):  
Krämer Rico
Keyword(s):  
Depressive Symptoms ◽  
Depressive Disorders ◽  
Depressive Symptomatology ◽  
Controlled Trial ◽  
Intervention Group ◽  
Online Intervention ◽  
Self Report ◽  
Secondary Outcome ◽  
Control Group

BACKGROUND Digital health applications are efficacious treatment options for mild-to-moderate depressive disorders. However, the extent to which psychological guidance increases the efficacy of these applications is controversial. OBJECTIVE We evaluated the efficacy of the online intervention “Selfapy” for unipolar depression. We also investigated differences between a psychotherapist-guided vs. unguided version compared with those from a control group. METHODS A cohort of 401 participants with mild-to-severe depressive disorders were assigned randomly to either participate in a guided version of Selfapy (involving weekly telephone calls of 25-min duration), an unguided version of Selfapy, or to the waiting list (control group). Selfapy is a cognitive behavioral therapy-based intervention for depressive disorders of duration 12 weeks. Symptom assessment was undertaken at T1 (before study entrance), T2 (after 6 weeks), T3 (post-treatment, after 12 weeks), and T4 (follow-up, after 6 months). The main outcome was reduction in depressive symptoms in the Beck Depression Inventory (BDI-II) from T1 to T3. Secondary-outcome parameters were the Quick Inventory of Depressive Symptomatology – Self Report (QIDS-SR 16) and Beck Anxiety Inventory (BAI). RESULTS A total of 297 out of 401 participants (74.06%) completed the post-measurement at T3. In the primary analysis, both intervention groups showed a significantly higher reduction in depressive symptoms (BDI-II) from T1 to T3 compared with that in the control group, with high within-effect sizes (guided: d = 1.46; unguided d = 1.36). No significant differences were found for guided vs. unguided treatment groups. The response rate (BDI-II) for intention-to-treat data in the guided version was 46.4%, 40.0% for the unguided version, and 2.0% in the control group. After 6 months (T4), treatment effects could been maintained for both intervention groups (BDI-II) without differences between either intervention group. CONCLUSIONS Conclusions: Selfapy can help to reduce depressive symptoms in guided or unguided version. Follow-up data suggest that these effects could be maintained. The guided version was not superior to the unguided version. CLINICALTRIAL Trial Registration: Current Controlled Trial DRKS00017191 Date of registration: 14 May 2019 INTERNATIONAL REGISTERED REPORT RR2-https://doi.org/10.1186/s13063-021-05218-4

scholarly journals Effectiveness of a School-Based Indicated Early Intervention Program for Māori and Pacific Adolescents

2011 ◽  
Vol 5 (1) ◽  
pp. 40-50 ◽  
Author(s):  
Barbara Woods ◽  
Paul E. Jose
Keyword(s):  
Depressive Symptoms ◽  
Early Intervention ◽  
Intervention Program ◽  
Intervention Group ◽  
Control Group ◽  
Program Participation ◽  
Early Intervention Program ◽  
School Based ◽  
Final Sample ◽  
One Year

AbstractThis study set out to determine the efficacy of a school-based early intervention program (the Kiwi ACE program) with Māori and Pacific adolescents experiencing depressive symptoms. A large group (N = 419) of Māori and Pacific students (average age 14 years) was screened for depressive symptoms and, from a pool of students scoring greater than 63 on the Children's Depression Inventory (CDI), 56 students were randomly assigned to either an intervention or control group. After attrition, the final sample constituted 24 young people after one year. The intervention comprised eight 90-minute sessions conducted in school time. Students were taught to more fully understand the relationships between thinking, feeling and behaviour, to challenge beliefs and to solve interpersonal problems. At immediate posttest (p = .045) and at one-year follow-up (p < .001) a significant effect for condition was obtained: the intervention group reported lower depressive symptoms. Efficacy of the intervention was supported by qualitative data obtained from focus groups. Further controlled trials on a larger scale are recommended to establish the durability and generalisability of the effects of program participation.

scholarly journals Evaluation of a school-based cognitive–behavioral depression prevention program

2017 ◽  
Vol 47 (2) ◽  
pp. 182-189 ◽  
Author(s):  
Pernilla Garmy ◽  
Eva K. Clausson ◽  
Agneta Berg ◽  
Katarina Steen Carlsson ◽  
Ulf Jakobsson
Keyword(s):  
Depressive Symptoms ◽  
Outcome Measures ◽  
Prevention Program ◽  
Intervention Group ◽  
Cost Utility ◽  
Control Group ◽  
Depression Prevention ◽  
Self Rated Health ◽  
School Based

Aim: The aim of this study was to investigate the feasibility and cost-utility of a school-based cognitive–behavioral (CB) depression prevention program. Methods: A quasi-experimental trial with an intervention group and a control group, with follow-up measurements obtained at three and 12 months after baseline, was conducted. The setting was six Swedish municipalities. The participants were students in grade 8 (median age: 14). A total of 462 students (79% girls) were allocated to the school-based CB prevention program, and 486 students (46% girls) were allocated to the control group. The school-based CB prevention program, Depression in Swedish Adolescents (DISA), was presented by school health service staff and teachers once per week for 10 weeks. Results: The main outcome measures were self-reported depressive symptoms and self-rated health; the secondary outcome measures were adherence and cost-utility. The intervention group decreased their self-reported depressive symptoms (as measured by the Center for Epidemiological Studies Depression Scale) and improved their self-rated health (as measured by the visual analog scale) at the 12-month follow-up more than the control group ( p < .05). Conclusions: Given the challenges of conducting a study in a complex, everyday school setting with baseline differences between the intervention and control group, it is difficult to make accurate interpretations of the effectiveness of the intervention. However, with these limitations in mind, the results indicate that the DISA program is a feasible school-based prevention program.

A School-Based Physical Activity and Motor Development Program for Low-Fit Adolescent Females: The Sport4Fun Pilot Randomized Controlled Trial

2018 ◽  
Vol 6 (2) ◽  
pp. 345-356 ◽  
Author(s):  
Jodie Andruschko ◽  
Anthony D. Okely ◽  
Phil Pearson
Keyword(s):  
Physical Activity ◽  
Secondary School ◽  
Intervention Group ◽  
Development Program ◽  
Adolescent Females ◽  
Control Group ◽  
Fundamental Movement Skill ◽  
Cohen’S D ◽  
School Based ◽  
Cohen's D

This study examined the feasibility and potential efficacy of a multi-faceted secondary school–based intervention among low-fit adolescent females. TheSport4Funprogram was designed to promote physical activity participation, fundamental movement skill proficiency, perceived physical competence, and enjoyment of physical activity in secondary school students. The intervention consisted of three components including two practical components—weekly movement skill activities for 90 min during compulsory school sport and sports-based activities for 60 min after school (non-compulsory) for 6 months—and one theoretical component—three 15-min theory sessions completed during homeroom (or roll call) time per week. The control group participated in their regular school activities. Compared with females in the control group, those in the intervention group showed a greater increase in total weekday accelerometer counts per min (adjusted difference, 77.49; 95% CI, 8.21–132.77;p = .03; Cohen’s d = 1.26). The difference in total fundamental movement skill components mastered favored the intervention group but was not statistically significant (adjusted difference, 1.48; 95% CI, −1.21–4.17;p = .26, Cohen’s d = 0.48). Targeting fundamental movement skills may be a potentially novel and motivating way to promote activity among low-fit adolescent girls; however, challenges in recruitment and implementation warrant further investigation before adopting this approach more broadly.

scholarly journals Debate as a pedagogical tool for developing speaking skills in second language education

2021 ◽  
pp. 136216882110506
Author(s):  
Abid el Majidi ◽  
Rick de Graaff ◽  
Daniel Janssen
Keyword(s):  
Second Language ◽  
Secondary School ◽  
Secondary School Students ◽  
Intervention Group ◽  
Oral Communication ◽  
Control Group ◽  
School Students ◽  
Pedagogical Tool ◽  
L2 Speaking ◽  
Speaking Skills

Many secondary school students’ second language (L2) speaking skills suffer from deficiencies; the effects thereof are detrimental to their academic and career opportunities in a globalized world that highlights the importance of oral communication skills. Debate has been considered a potentially effective speaking pedagogical tool that can scaffold learning processes in ways that can lead to language development. This study investigates the effect of a debate intervention on English L2 speaking competence of Dutch secondary school students. Following a pretest–posttest control group design, we elicited speech samples from opinion tasks which we coded in terms of measures of speech quantity, fluency, complexity, accuracy and cohesion. Multilevel analysis results indicate that after the intervention, the intervention group produced more language which was more fluent, accurate, coherent and lexically more sophisticated relative to the control group. These findings, which have significant implications for L2 speaking development, are discussed in relation to specific characteristics of L2 debate pedagogy.

Effectiveness of a School-Based Intervention on Physical Activity for High School Students in Brazil: The Saude na Boa Project

2009 ◽  
Vol 6 (2) ◽  
pp. 163-169 ◽  
Author(s):  
Mauro Virgílio Gomes de Barros ◽  
Markus Vinicius Nahas ◽  
Pedro Curi Hallal ◽  
José Cazuza de Farias Júnior ◽  
Alex Antônio Florindo ◽  
...  
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Vigorous Physical Activity ◽  
Intervention Group ◽  
Control Group ◽  
School Students ◽  
School Based Intervention ◽  
School Year ◽  
School Based

Background:We evaluated the effectiveness of a school-based intervention on the promotion of physical activity among high school students in Brazil: the Saude na Boa project.Methods:A school-based, randomized trial was carried out in 2 Brazilian cities: Recife (northeast) and Florianopolis (south). Ten schools in each city were matched by size and location, and randomized into intervention or control groups. The intervention included environmental/organizational changes, physical activity education, and personnel training and engagement. Students age 15 to 24 years were evaluated at baseline and 9 months later (end of school year).Results:Although similar at baseline, after the intervention, the control group reported significantly fewer d/wk accumulating 60 minutes+ moderate-to-vigorous physical activity (MVPA) in comparison with the intervention group (2.6 versus 3.3, P < .001). The prevalence of inactivity (0 days per week) rose in the control and decreased in the intervention group. The odds ratio for engaging at least once per week in physical activity associated with the intervention was 1.83 (95% CI = 1.24–2.71) in the unadjusted analysis and 1.88 (95% CI = 1.27–2.79) after controlling for gender.

scholarly journals Developing Wellbeing Through a Randomised Controlled Trial of a Martial Arts Based Intervention: An Alternative to the Anti-Bullying Approach

2018 ◽  
Vol 16 (1) ◽  
pp. 81 ◽  
Author(s):  
Brian Moore ◽  
Stuart Woodcock ◽  
Dean Dudley
Keyword(s):  
Randomised Controlled Trial ◽  
Secondary School ◽  
Martial Arts ◽  
Self Efficacy ◽  
Controlled Trial ◽  
Intervention Group ◽  
Social Intervention ◽  
Control Group ◽  
School Students ◽  
Randomised Controlled

Anti-bullying policies and interventions are the main approach addressing bullying behaviours in Australian schools. However, the evidence supporting these approaches is inconsistent and its theoretical underpinning may be problematic. The current study examined the effects of a martial arts based psycho-social intervention on participants’ ratings of resilience and self-efficacy, delivered as a randomised controlled trial to 283 secondary school students. Results found a consistent pattern for strengths-based wellbeing outcomes. All measures relating to resilience and self-efficacy improved for the intervention group, whereas results declined for the control group. These findings suggest that a martial arts based psycho-social intervention may be an efficacious method of improving wellbeing outcomes including resilience and self-efficacy. The study proposes utilising alternatives to the anti-bullying approach and that interventions should be aimed towards helping individuals develop strengths and cope more effectively, which has specific relevance to bullying and more generalised importance to positive mental health.

scholarly journals Evaluation of a Brief, School-Based Bullying Bystander Intervention for Elementary School Students

2016 ◽  
Vol 20 (1) ◽  
pp. 1096-2409-20.1. ◽  
Author(s):  
Aida Midgett ◽  
Diana Doumas ◽  
Rhiannon Trull
Keyword(s):  
Elementary School ◽  
School Counselors ◽  
Elementary School Students ◽  
Intervention Group ◽  
Sixth Grade ◽  
Group Differences ◽  
Control Group ◽  
School Students ◽  
School Based ◽  
Sixth Grade Students

This study evaluated a brief, bystander bullying intervention for elementary school students. Students in the intervention group reported an increase in knowledge and confidence to act as “defenders.” Students in the intervention group also reported an increase in self-esteem relative to the control group, although this finding was limited to sixth-grade students. The study found no group differences in sense of school belonging. This article discusses implications for school counselors.

scholarly journals Efectos de un programa de educación para la seguridad en el deporte en escolares de secundaria (Effects of an education program for safety in sport in secondary school students)

Retos ◽  
2015 ◽  
pp. 5-8
Author(s):  
Pedro Ángel Latorre Román ◽  
José Carlos Cámara Pérez ◽  
Antonio Pantoja Vallejo
Keyword(s):  
Risk Perception ◽  
Secondary School ◽  
Education Program ◽  
Sensation Seeking ◽  
Secondary School Students ◽  
Controlled Trial ◽  
Intervention Group ◽  
Personality Factors ◽  
Control Group ◽  
School Students

El objetivo del estudio es analizar los efectos de la implantación de un Programa de Educación para la Seguridad en las actividades físico-deportivas escolares (ESAFE) sobre los factores psicológicos y de personalidad relacionados con el accidente deportivo en escolares de Educación Secundaria. Los participantes de este estudio son escolares de Educación Secundaria de un IES de la provincia de Jaén. El total de sujetos fue de 149 alumnos (Edad= 13.62 años, DT= 1.22). Mediante un ensayo controlado fueron distribuidos en un grupo control (73 participantes, Edad= 13.60 años, DT= 1.22) y otro experimental (76 participantes, Edad= 13.64 años, DT= 1.24). Las variables analizadas han sido la búsqueda de sensaciones, la percepción del riesgo, propensión al accidente y por otro lado el número de lesiones y accidentes. Los resultados muestran que tras la intervención, las diferencias postest-pretest son significativamente mayores (p<0.001) en seguridad pasiva y activa y en la escala total de seguridad en el grupo experimental. El programa ESAFE ha sido capaz de reducir de manera significativa (p<0.05) la búsqueda de sensaciones en el deporte. El programa ESAFE se puede emplear como un recurso educativo en la sensibilización sobre los riesgos presentes en las actividades físico-deportivas escolares y por lo tanto en la educación de la seguridad. Sería interesante su incorporación en la práctica de los docentes de Educación Física, tanto en la evaluación inicial como durante el proceso de enseñanza y aprendizaje.Palabras clave: educación, seguridad, deporte escolar, búsqueda de sensaciones, percepción del riesgo.Abstract: The purpose of the study is to analyze the effects of the implementation of an Education Program for Safety in physical and sport activities on psychological and personality factors related to accidents as a result of sport of Secondary Education students. Participants in this study were Secondary School students, students who were in 1st and 3rd year from a Secondary School in the province of Jaen. The total number of participants were 149 students (age= 13.62 years, SD = 1.22). By means of a controlled trial they were divided into a control group (73 participants, age = 13.60 years, SD = 1.22) and into an intervention group (76 participants, age = 13.64 years, SD = 1.24). The variables analyzed were sensation seeking, risk perception, propensity of accident and the number of injuries and accidents. Results show that after the intervention of the ESAFE program, pretest-posttest differences are significantly higher (p<0.001) in the two scales of safety and in the full scale of the intervention group. The ESAFE program has been able to reduce significantly (p<0.05) sensation seeking in sport. In conclusion, the ESAFE program can be used as an educational resource in raising awareness of the risks involved in physical and sports activities in school and, therefore, in safety education. So it would be interesting to incorporate it into the practice of PE teachers both in the initial evaluation and during the whole process of teaching and learning.Keywords: education, safety, school sport, sensation seeking, risk perception.

scholarly journals Effects of a school-based intervention to reduce cardiovascular disease risk factors among secondary school students: a cluster randomized controlled trial

2019 ◽  
Author(s):  
John Amoah ◽  
Salmiah Md S ◽  
Lekhraj Rampal ◽  
Rosliza A Manaf ◽  
Normala Ibrahim ◽  
...  
Keyword(s):  
Physical Activity ◽  
Risk Factors ◽  
Cardiovascular Disease ◽  
Secondary School ◽  
Secondary School Students ◽  
Disease Risk ◽  
Cardiovascular Disease Risk ◽  
Intervention Group ◽  
Control Group ◽  
School Students

Abstract Background Globally, cardiovascular disease (CVD) was responsible for 17.5 million deaths, accounting for 46.2% non-communicable disease deaths. In Ghana CVDs has been the leading cause of adult death since 2001. Prevalence of CVD risk factors among adolescents in Ghana has been increasing. Objective of this study was to develop, implement and evaluate the effectiveness of a health education intervention program to reduce CVD risk factors among students. Methods A cluster randomized controlled trial was conducted with a school as cluster over a period of six-months with pre and post intervention evaluations. Participants were public secondary school students (14-19 years) from four schools in Brong Ahafo, Ghana. Students in the intervention group were trained by the researchers whereas those of the control group received no intervention. The intervention included health education and physical activity modules. Follow-up data using same questionnaire were collected within two weeks after the intervention was completed. Intention-to-treat analysis was performed after replacing missing values using multiple imputation method. The generalized linear mixed model (GLMM) was used to assess the effects of the intervention. Results Of the 848 study participants, 836 completed the final assessment at six-month. The GLMM showed the intervention was significant in attaining 0.77(p<0.001), 0.72(p<0.001), 0.47(p<0.001), 0.56(p<0.001), and 0.39(p=0.045) higher physical activity, fruits, vegetables, seafood, and water scores respectively for the intervention group over the control group. The intervention was also significant in reducing -0.15(p<0.001), -0.23(p<0.001), -0.50(p<0.001), -0.32(p<0.001), -0.90(p<0.001),-0.87(p<0.001),-0.38(p<0.001),-0.63(p<0.001),-1.63(p<0.001),-0.61(p<0.001),and -1.53(p=0.005) carbohydrates, fats and oils, fried eggs, fried chicken, carbonated drinks, sugar, sweet snacks, salted fish, weight, BMI, and diastolic BP. The ‘’odds’’ of quitting alcohol use in the intervention group was 1.06 times more than in control group. There was no significant effect of the intervention on reducing systolic BP. Conclusions The intervention had positive effect on increasing physical activity, promoting healthy diet, reducing alcohol consumption, weight, BMI, and diastolic BP among students in the intervention arm of the study but had no effect on systolic BP. Findings from this study is recommended to be adopted in the educational curricula in secondary schools. Keywords: Cardiovascular disease, risk factors, behavioral modification intervention, secondary school students, adolescents

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