Abstract
This paper reports on school and social functioning outcomes in a randomized depression prevention study that compared Interpersonal
Psychotherapy-Adolescent Skills Training (IPT-AST) with usual school counseling (SC). Outcome analyses were performed utilizing
hierarchical linear models and mixed model analysis of variance. IPT-AST adolescents had significantly greater improvements
than SC adolescents in total social functioning and friend functioning during the intervention. IPT-AST adolescents also demonstrated
improvements in school, dating, and family functioning and emotional engagement in school, although these improvements were
not significantly greater than seen in SC adolescents. Finally, in the 18 months following the intervention, IPT-AST adolescents
were less likely than SC adolescents to be asked to leave school for academic or behavioral reasons. These findings extend
the potential range of impact of depression prevention programs such as IPT-AST and provide preliminary evidence of the benefits
of these programs on school and social functioning.
Psychotherapy-Adolescent Skills Training (IPT-AST) with usual school counseling (SC). Outcome analyses were performed utilizing
hierarchical linear models and mixed model analysis of variance. IPT-AST adolescents had significantly greater improvements
than SC adolescents in total social functioning and friend functioning during the intervention. IPT-AST adolescents also demonstrated
improvements in school, dating, and family functioning and emotional engagement in school, although these improvements were
not significantly greater than seen in SC adolescents. Finally, in the 18 months following the intervention, IPT-AST adolescents
were less likely than SC adolescents to be asked to leave school for academic or behavioral reasons. These findings extend
the potential range of impact of depression prevention programs such as IPT-AST and provide preliminary evidence of the benefits
of these programs on school and social functioning.
- Content Type Journal Article
- Category Original Paper
- Pages 1-11
- DOI 10.1007/s12310-012-9078-9
- Authors
- Jami F. Young, Department of Clinical Psychology, Graduate School of Applied and Professional Psychology, Rutgers University, New Brunswick, NJ, USA
- Amy Kranzler, Department of Psychology, Rutgers University, New Brunswick, NJ, USA
- Robert Gallop, Department of Mathematics, Applied Statistics Program, West Chester University, West Chester, PA, USA
- Laura Mufson, Department of Psychiatry, Columbia University College of Physicians and Surgeons and New York State Psychiatric Institute, New York, NY, USA
- Journal School Mental Health
- Online ISSN 1866-2633
- Print ISSN 1866-2625