Teachers or psychologists: who should facilitate depression prevention programs in schools?

doi:10.3390/ijerph110505294

. 2014 May 15;11(5):5294-316.

doi: 10.3390/ijerph110505294.

Teachers or psychologists: who should facilitate depression prevention programs in schools?

Melanie S Wahl¹, Jill L Adelson², Margarete A Patak³, Patrick Pössel⁴, Martin Hautzinger⁵

Affiliations

¹ Department of Clinical Psychology and Psychotherapy, Eberhard Karls University, Schleichstrasse 4, Tübingen D-72076, Germany. melanie.wahl@psycho.uni-tuebingen.de.
² Department of Educational and Counseling Psychology, University of Louisville, Louisville, KY 40292, USA. jill.adelson@louisville.edu.
³ Department of Clinical Psychology and Psychotherapy, Eberhard Karls University, Schleichstrasse 4, Tübingen D-72076, Germany. margarete.patak@psycho.uni-tuebingen.de.
⁴ Department of Educational and Counseling Psychology, University of Louisville, Louisville, KY 40292, USA. patrick.possel@louisville.edu.
⁵ Department of Clinical Psychology and Psychotherapy, Eberhard Karls University, Schleichstrasse 4, Tübingen D-72076, Germany. martin.hautzinger@uni-tuebingen.de.

PMID: 24837667
PMCID: PMC4053918
DOI: 10.3390/ijerph110505294

Teachers or psychologists: who should facilitate depression prevention programs in schools?

Melanie S Wahl et al. Int J Environ Res Public Health. 2014.

. 2014 May 15;11(5):5294-316.

doi: 10.3390/ijerph110505294.

Authors

Melanie S Wahl¹, Jill L Adelson², Margarete A Patak³, Patrick Pössel⁴, Martin Hautzinger⁵

Affiliations

¹ Department of Clinical Psychology and Psychotherapy, Eberhard Karls University, Schleichstrasse 4, Tübingen D-72076, Germany. melanie.wahl@psycho.uni-tuebingen.de.
² Department of Educational and Counseling Psychology, University of Louisville, Louisville, KY 40292, USA. jill.adelson@louisville.edu.
³ Department of Clinical Psychology and Psychotherapy, Eberhard Karls University, Schleichstrasse 4, Tübingen D-72076, Germany. margarete.patak@psycho.uni-tuebingen.de.
⁴ Department of Educational and Counseling Psychology, University of Louisville, Louisville, KY 40292, USA. patrick.possel@louisville.edu.
⁵ Department of Clinical Psychology and Psychotherapy, Eberhard Karls University, Schleichstrasse 4, Tübingen D-72076, Germany. martin.hautzinger@uni-tuebingen.de.

PMID: 24837667
PMCID: PMC4053918
DOI: 10.3390/ijerph110505294

Abstract

The current study evaluates a depression prevention program for adolescents led by psychologists vs. teachers in comparison to a control. The universal school-based prevention program has shown its efficacy in several studies when implemented by psychologists. The current study compares the effects of the program as implemented by teachers versus that implemented by psychologists under real-life conditions. A total of 646 vocational track 8th grade students from Germany participated either in a universal prevention program, led by teachers (n = 207) or psychologists (n = 213), or a teaching-as-usual control condition (n = 226). The design includes baseline, post-intervention, and follow-up (at 6 and 12 months post-intervention). The cognitive-behavioral program includes 10 sessions held in a regular school setting in same-gender groups and is based on the social information-processing model of social competence. Positive intervention effects were found on the change in girls' depressive symptoms up to 12 months after program delivery when the program was implemented by psychologists. No such effects were found on boys or when program was delivered by teachers. The prevention program can successfully be implemented for girls by psychologists. Further research is needed for explanations of these effects.

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Figures

**Figure 1**
Flowchart. CB-P = psychologist-led intervention condition. CB-T = teacher-led intervention condition.

**Figure 2**
Girls’ model-predicted change in depression by condition. CB-P = psychologist-led intervention condition. CB-T = teacher-led intervention condition. mfu = month follow-up.

See this image and copyright information in PMC

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References

1. Hankin B.L., Abramson L.Y., Moffitt T.E., Silva P.A., McGee R., Angell K.E. Development of depression from preadolescence to young adulthood: Emerging gender differences in a 10-year longitudinal study. J. Abnorm. Psychol. 1998;107:128–140. doi: 10.1037/0021-843X.107.1.128. - DOI - PubMed
1. Rutter M., Caspi A., Moffitt T.E. Using sex differences in psychopathology to study causal mechanisms: Unifying issues and research strategies. J. Child Psychol. Psychiatry. 2003;44:1092–1115. doi: 10.1111/1469-7610.00194. - DOI - PubMed
1. Birmaher B., Ryan N., Williamson D., Brent D., Kaufman J., Dahl R., Perel J., Nelson B. Childhood and adolescent depression. A review of the past 10 years, part I. J. Am. Acad. Child Adolesc. Psychiatry. 1996;35:1427–1439. doi: 10.1097/00004583-199611000-00011. - DOI - PubMed
1. World Health Organization . Prevention of Mental Disorders: Summary Report. WHO; Geneva, Switzerland: 2004.
1. Institute of Medicine and National Research Council . In: Preventing Mental, Emotional, and Behavioral Disorders among Young People: Progress and Possibilites. O’Connell M.E., Boat T., Warner K.E., editors. National Academies Press; Washington, DC, USA: 2009. - PubMed

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[1] Hankin B.L., Abramson L.Y., Moffitt T.E., Silva P.A., McGee R., Angell K.E. Development of depression from preadolescence to young adulthood: Emerging gender differences in a 10-year longitudinal study. J. Abnorm. Psychol. 1998;107:128–140. doi: 10.1037/0021-843X.107.1.128. - DOI - PubMed

[2] Hankin B.L., Abramson L.Y., Moffitt T.E., Silva P.A., McGee R., Angell K.E. Development of depression from preadolescence to young adulthood: Emerging gender differences in a 10-year longitudinal study. J. Abnorm. Psychol. 1998;107:128–140. doi: 10.1037/0021-843X.107.1.128. - DOI - PubMed

[3] Rutter M., Caspi A., Moffitt T.E. Using sex differences in psychopathology to study causal mechanisms: Unifying issues and research strategies. J. Child Psychol. Psychiatry. 2003;44:1092–1115. doi: 10.1111/1469-7610.00194. - DOI - PubMed

[4] Rutter M., Caspi A., Moffitt T.E. Using sex differences in psychopathology to study causal mechanisms: Unifying issues and research strategies. J. Child Psychol. Psychiatry. 2003;44:1092–1115. doi: 10.1111/1469-7610.00194. - DOI - PubMed

[5] Birmaher B., Ryan N., Williamson D., Brent D., Kaufman J., Dahl R., Perel J., Nelson B. Childhood and adolescent depression. A review of the past 10 years, part I. J. Am. Acad. Child Adolesc. Psychiatry. 1996;35:1427–1439. doi: 10.1097/00004583-199611000-00011. - DOI - PubMed

[6] Birmaher B., Ryan N., Williamson D., Brent D., Kaufman J., Dahl R., Perel J., Nelson B. Childhood and adolescent depression. A review of the past 10 years, part I. J. Am. Acad. Child Adolesc. Psychiatry. 1996;35:1427–1439. doi: 10.1097/00004583-199611000-00011. - DOI - PubMed

[7] World Health Organization . Prevention of Mental Disorders: Summary Report. WHO; Geneva, Switzerland: 2004.

[8] World Health Organization . Prevention of Mental Disorders: Summary Report. WHO; Geneva, Switzerland: 2004.

[9] Institute of Medicine and National Research Council . In: Preventing Mental, Emotional, and Behavioral Disorders among Young People: Progress and Possibilites. O’Connell M.E., Boat T., Warner K.E., editors. National Academies Press; Washington, DC, USA: 2009. - PubMed

[10] Institute of Medicine and National Research Council . In: Preventing Mental, Emotional, and Behavioral Disorders among Young People: Progress and Possibilites. O’Connell M.E., Boat T., Warner K.E., editors. National Academies Press; Washington, DC, USA: 2009. - PubMed

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Teachers or psychologists: who should facilitate depression prevention programs in schools?

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Teachers or psychologists: who should facilitate depression prevention programs in schools?

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