@article{ref1,
title="The impact of a Harry Potter-based cognitive-behavioral therapy skills curriculum on suicidality and well-being in middle schoolers: a randomized controlled trial",
journal="Journal of affective disorders",
year="2021",
author="Klim-Conforti, Paula and Zaheer, Rabia and Levitt, Anthony J. and Cheung, Amy H. and Schachar, Russell and Schaffer, Ayal and Goldstein, Benjamin I. and Fefergrad, Mark and Niederkrotenthaler, Thomas and Sinyor, Mark",
volume="286",
number="",
pages="134-141",
abstract="OBJECTIVE: To evaluate the impact of a Harry Potter-based mental health literacy curriculum, imparting cognitive behavioral therapy (CBT) skills, on suicidality and well-being in middle-schoolers. <br><br>METHODS: Students (aged 11-14; grades 7-8) who received a 3-month teacher-delivered intervention embedded in the language arts curriculum (N=200) were compared to a wait-list control group (N=230) in the largest urban school board in Canada. Suicidality defined as a composite measure of self-reported suicidal ideation and attempts [primary outcome], self-reported emotion dysregulation, interpersonal chaos, confusion about self, and impulsivity [Life Problems Inventory (LPI)] and self-reported depression and anxiety symptoms [Revised Child Anxiety and Depression Scale (RCADS)] were the outcomes of interest. Measurements occurred prior to and after curriculum delivery with independent t-tests used to compare mean change scores between groups clustered by class. <br><br>RESULTS: Thirty-seven English teachers in 46 classes across 15 schools comprised the planned study cohort. Composite suicidality scores were significantly worse in the control than intervention group at endpoint (0.05±0.54 vs. 0.17±0.47, t= -2.60, df=428, p=0.01). There were also significant improvements in LPI and RCADS scores in the intervention group compared to controls (LPI:-3.74±7.98 vs. 1.16±10.77 t=5.28, df=428, p<.001; RCADS: (-3.08±5.49 vs. -1.51±6.53 t=2.96, df=429, p=0.01). Sub-analyses revealed that these improvements were largely driven by a significant difference in scores in girls. LIMITATIONS: Sample size constraints as study terminated prematurely during COVID pandemic. <br><br>CONCLUSIONS: This study demonstrates significant improvement in suicidality, emotional regulation, self-concept, interpersonal difficulties, depression and anxiety in youth, particularly girls following this intervention. Replication studies in larger samples are needed to confirm these results.<p /> <p>Language: en</p>",
language="en",
issn="0165-0327",
doi="10.1016/j.jad.2021.02.028",
url="http://dx.doi.org/10.1016/j.jad.2021.02.028"
}