Personal Goals as Moderators of a Cognitive-Behavioural Intervention for Depressive Symptoms in College Students

2021 ◽  
pp. 1-22
Author(s):  
Marie-Laurence Paré ◽  
Diane Marcotte
Keyword(s):  
College Students ◽  
Depressive Symptoms ◽  
Intervention Group ◽  
Behavioural Intervention ◽  
Personal Goals ◽  
Preventive Program ◽  
Cognitive Behavioural ◽  
Post Test ◽  
Group A ◽  
In The Beginning

The objective of this pilot study was to assess the effects of the indicated level of a multilevel preventive program on depressive symptoms and to examine personal goals appraisal as a moderating factor among college students aged between 16 and 29 years old with depressive symptoms. Students were screened for anxious and depressive symptoms in the beginning of their semester. Those who scored higher than the cut-off score were invited to be part of the intervention group. A comparison group was formed with students who did not wish to participate with the intervention group. Thirty-six students were included in the analyses. Both groups completed pre-test, post-test, and follow-up questionnaires. Results indicated a reduction in depressive symptoms at post-test and these gains were maintained three months later. Students in the intervention group with a more positive appraisal of their academic and career goals showed fewer depressive symptoms than students in the intervention group with a less positive appraisal of these goals. Limitations and implications for further implementation are discussed.

scholarly journals Correlates of Depression in First-Year College Students

2017 ◽  
Vol 47 (1) ◽  
pp. 114-136
Author(s):  
Aude Villatte ◽  
Diane Marcotte ◽  
Alexandra Potvin
Keyword(s):  
College Students ◽  
Depressive Symptoms ◽  
Emotional Adjustment ◽  
First Year ◽  
Personal Goals ◽  
Adjustment To College ◽  
First Year College ◽  
First Year College Students ◽  
High Level ◽  
Support Students

This study aimed to identify and rank the personal, family-related, social, and academic correlates of depressive symptoms in first-year college students. A questionnaire that included the Beck Depression Inventory-II (BDI-II) was administered to 389 first-year college students (mean age = 18.9; SD = 3.38; 59.4% female). Eight variables contributed uniquely to the variance of depressive symptoms and were, in decreasing order of importance: (1) the absence of personal goals, (2) a high level of anxiety and (3) of dysfunctional thoughts regarding success, (4) a lack of emotional adjustment to college, (5) being female, (6) receiving little warmth and encouragement of autonomy from one’s mother and (7) from one’s father, and (8) being attracted to members of the opposite or both sexes. These results suggest that a multimodal intervention is required to support students’ mental health.  

scholarly journals Brief Online Cognitive Behavioural Intervention for Dysfunctional Worry Related to the COVID-19 Pandemic: A Randomised Controlled Trial

2020 ◽  
pp. 1-9
Author(s):  
Tove Wahlund ◽  
David Mataix-Cols ◽  
Klara Olofsdotter Lauri ◽  
Elles de Schipper ◽  
Brjánn Ljótsson ◽  
...  
Keyword(s):  
Psychological Intervention ◽  
Controlled Trial ◽  
Intervention Group ◽  
Waiting List ◽  
Medium Effect ◽  
Behavioural Intervention ◽  
Serious Adverse Events ◽  
Cognitive Behavioural ◽  
Associated Symptoms ◽  
Cognitive Behavioural Intervention

<b><i>Introduction:</i></b> Worries about the immediate and long-term consequences of the COVID-19 pandemic may for some individuals develop into pervasive worry that is disproportionate in its intensity or duration and significantly interferes with everyday life. <b><i>Objective:</i></b> The aim of this study was to investigate if a brief self-guided, online psychological intervention can reduce the degree of dysfunctional worry related to the COVID-19 pandemic and associated symptoms. <b><i>Methods:</i></b> 670 adults from the Swedish general population reporting daily uncontrollable worry about CO­VID-19 and its possible consequences (e.g., illness, death, the economy, one’s family) were randomised (1:1 ratio) to a 3-week self-guided, online cognitive behavioural intervention targeting dysfunctional COVID-19 worry and associated symptoms, or a waiting list of equal duration. The primary outcome measure was a COVID-19 adapted version of the Generalised Anxiety Disorder 7-item scale administered at baseline and weeks 1–3 (primary endpoint). Follow-up assessments were conducted 1 month after treatment completion. The trial was registered on ClinicalTrials.gov (NCT04341922) before inclusion of the first participant. <b><i>Results:</i></b> The main pre-specified intention-to-treat analysis indicated significant reductions in COVID-19-related worry for the intervention group compared to the waiting list (β = 1.14, <i>Z</i> = 9.27, <i>p</i> &#x3c; 0.001), corresponding to a medium effect size (bootstrapped <i>d</i> = 0.74 [95% CI: 0.58–0.90]). Improvements were also seen on all secondary measures, including mood, daily functioning, insomnia, and intolerance of uncertainty. Participant satisfaction was high. No serious adverse events were recorded. <b><i>Conclusions:</i></b> A brief digital and easily scalable self-guided psychological intervention can significantly reduce dysfunctional worry and associated behavioural symptoms related to the COVID-19 pandemic.

A Universal Prevention Trial of Anxiety and Depressive Symptomatology in Childhood: Preliminary Data from an Australian Study

2001 ◽  
Vol 18 (1) ◽  
pp. 36-50 ◽  
Author(s):  
Hayley M. Lowry-Webster ◽  
Paula M. Barrett ◽  
Mark R. Dadds
Keyword(s):  
Intervention Program ◽  
Comparison Group ◽  
Depressive Symptomatology ◽  
Intervention Group ◽  
School Curriculum ◽  
Behavioural Intervention ◽  
Universal Prevention ◽  
Post Intervention ◽  
Cognitive Behavioural ◽  
Long Term Follow Up

AbstractThis paper describes the development and preliminary findings of a program designed to prevent the development of anxiety and depressive symptoms in children aged 10 to 13 years. Using a universal prevention approach, a total of 594 children were randomly assigned on a class-by-class basis to either a 10-session family group CBT program (FRIENDS) routinely implemented as part of the school curriculum, or to a comparison group. Pre-post intervention changes were examined universally, and for children who scored above the clinical cut-off for anxiety at pretest. Results revealed that children in the FRIENDS intervention group reported fewer anxiety symptoms, regardless of their risk status, than the comparison group at posttest. In terms of reported levels of depression, only the high anxiety group who completed the FRIENDS intervention evidenced improvements at posttest. Overall, these preliminary results appear to support the benefits of a school-based universal cognitive-behavioural intervention program. Implications of this study are discussed, and long-term follow-up measures are currently underway.

scholarly journals In-home Online Music Therapy for Psychological Health among Caregivers of Persons with Dementia: A Pilot Study

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 1017-1018
Author(s):  
Hyejin Kim ◽  
Gabriella Engström ◽  
Töres Theorell ◽  
Azita Emami
Keyword(s):  
Depressive Symptoms ◽  
Activities Of Daily Living ◽  
Daily Living ◽  
Comparison Group ◽  
Intervention Group ◽  
Group Differences ◽  
Significant Difference ◽  
Online Music ◽  
Post Test ◽  
And Coping

Abstract Family caregivers who provide care to persons with dementia (PWD) in a home setting may feel greater stress, depressive symptoms, or struggle to deal with issues in their lives. Indeed, PWD often require 24-hour care that includes ensuring safety, providing emotional support, and assistance with activities of daily living and multiple instrumental activities of daily living. This study examined the short-term effects of an online music intervention on stress, coping, and depression among caregivers of PWD. We included 35 caregivers (n=24 [intervention group], n=11 [comparison group]) living at home with their family member with dementia. Mann-Whitney U test and Wilcoxon signed-ranked test were performed to examine between- and within-group differences from baseline to eight weeks after the intervention. The coping subscale yielded a significant difference between the groups at post-test (U=76.50, Z= -1.978, p=0.048), indicating the intervention group had better coping than the comparison group at post-test. Significant within-group differences in overall stress (Z= -2.200, p= 0.028) and coping subscale (Z= -1.997, p=0.046) in the comparison group at post-test suggest that overall stress and coping were maintained from baseline to post-test in the intervention group, whereas the comparison group had significantly higher overall stress and lower coping at post-test. This home-based online music program showed potential benefits for caregivers of PWD by taking into account participants’ musical preferences and ease of access to the program. A randomized controlled trial with a larger sample size and objective measurements of stress and depressive symptoms (e.g., biomarkers) should be conducted in the future.

Cognitive Training, Conflict Resolution and Exercise: Effects on Young Adolescents' Wellbeing

2009 ◽  
Vol 19 (2) ◽  
pp. 131-149 ◽  
Author(s):  
Mark Taylor ◽  
Robyn M. Gillies ◽  
Adrian F. Ashman
Keyword(s):  
Conflict Resolution ◽  
Depressive Symptoms ◽  
Cognitive Training ◽  
Explanatory Style ◽  
Intervention Group ◽  
Social Problem Solving ◽  
Baseline Design ◽  
Exercise Interventions ◽  
Group A ◽  
Different Order

AbstractBackground: This study builds on previous studies reporting that depressive symptoms among adolescents are reduced and personal satisfactions with one's achievements and competence with peers are enhanced when students are taught strategies for engaging in more optimistic thinking (explanatory style) (Gillham, Reivich, & Freres et al., 2006) and social problem-solving (Ingoldsby, Kohl, McMahon, & Lengua, 2006). Additionally, engaging in regular exercise has also been found to be useful in reducing depressive symptoms in this age group (Bodin & Martinsen, 2004). Aim: The study investigated the effects of three interventions — explanatory style (cognitive training), conflict resolution, and exercise — known to help adolescents develop a strong sense of wellbeing. It involved 31students aged 11 to 13 years and their parents, and six class teachers from a large, metropolitan, private boys' college in Brisbane, Australia. Methods: Twenty-five boys participated in the three interventions, while six boys acted as a comparison group. A counterbalanced, multiple baseline design was implemented so that students participated in the three interventions in a different order. Results: The results showed that students in the intervention group experienced a reduction of internalising behaviours such as withdrawal and depressive symptoms following all three interventions. Collectively, the interventions were successful in reducing depressive symptoms; individually, they also significantly reduced depressive symptoms. Conclusions: The results showed that explanatory style, conflict resolution, and exercise interventions are effective in reducing depressive symptoms in adolescents.

scholarly journals SCENARIO BASED INSTRUCTION: A REVERSE APPROACH FOR CONCEPTUAL LEARNING IN PHYSIOLOGY.

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Komal Meshram ◽  
Lalit Waghmare ◽  
Ajay Meshram ◽  
Tripti Waghmare
Keyword(s):  
Intervention Group ◽  
Conceptual Learning ◽  
Control Group ◽  
First Year ◽  
Traditional Lecture ◽  
Feedback Analysis ◽  
Post Test ◽  
Group A ◽  
Based Instruction ◽  
Group B

To evaluate the gain in knowledge of first year MBBS students with the use of scenario-based teaching a reverse approach for conceptual learning in physiology a prospective interventional study was carried out in department of physiology. Methodology: 200 first year MBBS students participated in the study. 100 students (Group-A) were taken as control group to them the topic of physiology was taught by didactic method and another 100 students (Group-B) were taken as intervention group, where the same topic was taught with scenario-based instruction a reverse approach for conceptual learning in physiology. For each lecture pre and post test was taken. Five consecutive lectures were planned with this intervention. At the same time feedback forms were given to intervention group for purpose of analyzing the results qualitatively. After this intervention crossover of groups were done only for the sake of getting benefits of intervention. Results: Data obtained was analyzed statically. Pre and post test mean were taken. The results of post test (p<0.05) were found to be statistically significant when compared with pretest. As per the results of feedback forms, 90% (n=100) students agreed that the scenario based teaching is a powerful tool to understand the topic as it improves knowledge and makes learning more interesting. Conclusion: According to the MCQ and feedback analysis, the results showed that teaching topic with scenario based instruction is the better approach for making the students to learn, understand and to gain the knowledge of physiology lectures rather than by traditional lecture alone.

scholarly journals Prevention of Depressive Symptoms and Promotion of Well-being in Adolescents: A Randomized Controlled Trial of the Smile Program

2019 ◽  
Vol 35 (2) ◽  
pp. 300-313
Author(s):  
Óscar Sánchez-Hernández ◽  
Francisco X. Méndez ◽  
Manuel Ato ◽  
Judy Garber
Keyword(s):  
Depressive Symptoms ◽  
Controlled Trial ◽  
Intervention Group ◽  
Well Being ◽  
Behavioral Approach ◽  
Control Group ◽  
Post Intervention ◽  
Post Test ◽  
Intervention Condition

This study addressed the development and evaluation of the Smile Program whose main objective was the prevention of depression and the promotion of well-being in adolescents. The program is based on interventions that have been shown to be efficacious (a cognitive-behavioral approach). Participants were 89 adolescents (mean age = 13.88 years; SD = 0.95) recruited from a sample of 1212 students from seven schools. Results showed a significant reduction in self-reported depressive symptoms in the intervention group (n= 51) as compared to youth in the control group (n= 38). Based on parents’ report (n=56), youth in the intervention group had significantly better self-esteem at post-test as compared to youth in the control group. At four months post intervention, youth in the intervention group had higher psychological well-being than those in the control group; at the 8-month follow-up, youth in the intervention condition reported better family self-concept.

The effect of morphosyntactic training on multilingual fifth graders’ spelling in French

2018 ◽  
Vol 39 (6) ◽  
pp. 1319-1343 ◽  
Author(s):  
NATALIA BÎLICI ◽  
SONJA UGEN ◽  
MICHEL FAYOL ◽  
CONSTANZE WETH
Keyword(s):  
Primary School ◽  
Listening Comprehension ◽  
Fifth Graders ◽  
Intervention Group ◽  
Written Language ◽  
Control Group ◽  
Lexical Knowledge ◽  
Grammatical Categories ◽  
Post Test ◽  
Group A

ABSTRACTMany studies show that it is challenging to encode morphosyntactic information while writing. Spelling plurals is especially demanding in French as these are inaudible. Even by the end of primary school, monolingual French pupils still have difficulties marking plurals of some grammatical categories. We investigate (1) how multilingual pupils learning French as a second written language deal with silent plural markers and (2) the effects of a morphosyntactic training explicitly focussing on grammatical categories and their markers, as well as visualizing the plural agreement. 228 fifth graders were quasi-randomly assigned to an intervention (n = 137) and a control group (n = 91) based on the results of a spelling pre-test. The results of the pre-test show that multilingual learners have similar spelling patterns as French monolinguals. They pluralize nouns more accurately than verbs and perform lowest on adjectives. After the pre-test, both groups were trained over six sessions of 20 minutes. The control group participated in French listening comprehension activities. The post-test shows that the intervention group significantly improved in spelling plurals compared to the control group. A greater focus on morphosyntactic structures is highly effective especially in second language contexts where children might lack broad lexical knowledge.

scholarly journals School-based Internet-tailored fruit and vegetable education combined with brief counselling increases children's awareness of intake levels

2007 ◽  
Vol 10 (3) ◽  
pp. 273-279 ◽  
Author(s):  
Resiti T Mangunkusumo ◽  
Johannes Brug ◽  
Harry J de Koning ◽  
Johan van der Lei ◽  
Hein Raat
Keyword(s):  
Vegetable Intake ◽  
Intervention Group ◽  
Preventive Health Care ◽  
Control Group ◽  
Multilevel Regression ◽  
Intention To Treat ◽  
School Based ◽  
Dietary Counselling ◽  
Post Test ◽  
Group A

AbstractObjectiveChildren's fruit/vegetable intake is still below recommended levels. This study applied Internet-tailored advice for schoolchildren and Internet-supported brief dietary counselling (with child and parent) within preventive health care to promote fruit/vegetable intake.Setting/subjectsThe study involved 30 seventh-grade classes (16 in the intervention group and 14 in the control group) with a total of 675 children aged 9–12 years, of whom 495 were allowed to participate.DesignA cluster-randomised baseline–post-test experimental design was applied. During school hours, all children completed Internet-administered questionnaires on fruit/vegetable intake and related determinants. Children in the intervention group received immediate online individually tailored nutrition feedback. For each child in the intervention group, a nurse received information concerning the assessment of fruit/vegetable intake via the Internet to support a 5 min counselling protocol to promote fruit/vegetable intake. Children completed a similar post-test questionnaire 3 months after the first assessment. Intention-to-treat analyses were conducted using multilevel regression analyses.ResultsA total of 486 children (98% of 495) participated (263 in the intervention group, 223 in the control group); 240 child–parent couples in the intervention group attended the counselling. Awareness of inadequate fruit intake (odds ratio (OR) = 3.0; 95% confidence interval (CI) = 1.8–5.3) and knowledge of recommended vegetable intake levels (OR = 2.7; 95% CI = 1.8–4.1) were significantly more likely at post-test in the intervention group than in the control group. No significant effects were found on intake or other determinants.ConclusionsA compact, integrated two-component intervention can induce positive changes in knowledge and awareness of intake levels of fruit/vegetables among schoolchildren. To induce changes in intake levels, more comprehensive interventions may be needed.

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