Citation

Shochet I, Montague R, Smith C, Dadds M. Int. J. Environ. Res. Public Health 2014; 11(5): 5541-5554.

Affiliation

School of Psychology, University of New South Wales, Sydney 2052, Australia. m.dadds@unsw.edu.au.

Copyright

(Copyright © 2014, MDPI: Multidisciplinary Digital Publishing Institute)

DOI

10.3390/ijerph110505541

PMID

24859679

PMCID

PMC4053869

Abstract

A recent meta-analysis provides evidence supporting the universal application of school-based prevention programs for adolescent depression. The mechanisms underlying such successful interventions, however, are largely unknown. We report on a qualitative analysis of 109 Grade 9 students' beliefs about what they gained from an evidence-based depression prevention intervention, the Resourceful Adolescent Program (RAP-A). Fifty-four percent of interviewees articulated at least one specific example of program benefit. A thematic analysis of responses revealed two major themes, improved interpersonal relationships and improved self-regulation, both stronger than originally assumed. A more minor theme also emerged-more helpful cognitions. It is postulated that both improved interpersonal relationships and improved self-regulation are likely to enhance one another, and more helpful cognitions may express its contribution through enhanced self-regulation. These findings broaden our understanding of the impact of depression prevention programs, beginning to illuminate how such programs benefit participants.

Language: en