title: The Depression Prevention Initiative: Impact on Adolescent Internalizing and Externalizing Symptoms in a Randomized Trial.
abstract: This randomized controlled trial examined the longitudinal effects of two school-based indicated depression prevention programs on adolescents' internalizing and externalizing symptoms, as measured by adolescents, their parents, and their teachers. One hundred eighty-six adolescents participated in this study. The average age was 14.01 (SD = 1.22) years, and the sample was 66.7% female. One third of the sample belonged to a racial minority. Youth received either Interpersonal Psychotherapy-Adolescent Skills Training or group counseling. Symptoms were assessed using adolescent, parent, and teacher reports on the Achenbach System of Empirically Based Assessment at baseline, postintervention, and 6-month follow-up. Adolescents reported the most robust effects in favor of Interpersonal Psychotherapy-Adolescent Skills Training. Adolescents in Interpersonal Psychotherapy-Adolescent Skills Training reported significantly greater reductions in internalizing symptoms through the 6-month follow-up and significantly greater reductions in externalizing symptoms during the intervention as compared to group counseling. Less robust effects were found when examining parent and teacher reports, although there was evidence of significant within-group change in parent- and teacher-reported internalizing symptoms for both interventions and significant between-group differences in teacher-reported externalizing symptoms. This study provides additional evidence supporting the efficacy of Interpersonal Psychotherapy-Adolescent Skills Training as a depression prevention program for adolescents. Interpersonal Psychotherapy-Adolescent Skills Training appears to have fast-acting effects on broadband internalizing and externalizing symptoms as reported by adolescents. This suggests that Interpersonal Psychotherapy-Adolescent Skills Training may serve as a transdiagnostic preventive intervention. Moreover, given the disparate reports of adolescents, parents, and teachers, this study demonstrates the significance of collecting information from multiple sources when possible.
authors.affiliation: a Graduate School of Applied and Professional Psychology, Rutgers University.
authors.forename: Jessica S
authors.initials: JS
authors.lastname: Benas
authors.affiliation: a Graduate School of Applied and Professional Psychology, Rutgers University.
authors.forename: Alyssa E
authors.initials: AE
authors.lastname: McCarthy
authors.affiliation: a Graduate School of Applied and Professional Psychology, Rutgers University.
authors.forename: Caroline A
authors.initials: CA
authors.lastname: Haimm
authors.affiliation: a Graduate School of Applied and Professional Psychology, Rutgers University.
authors.forename: Meghan
authors.initials: M
authors.lastname: Huang
authors.affiliation: b Department of Mathematics, West Chester University.
authors.forename: Robert
authors.initials: R
authors.lastname: Gallop
authors.affiliation: a Graduate School of Applied and Professional Psychology, Rutgers University.
authors.forename: Jami F
authors.initials: JF
authors.lastname: Young
mesh_terms: D000293:Adolescent; D003863:Depression / Q000517:prevention & control* / Q000523:psychology; D005260:Female; D006801:Humans; D008297:Male; D011613:Psychotherapy / Q000379:methods*