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Identifying Moderators Of Response To The Penn Resiliency Program: A Synthesis Study, S. M. Brunwasser, Jane Gillham
Identifying Moderators Of Response To The Penn Resiliency Program: A Synthesis Study, S. M. Brunwasser, Jane Gillham
Psychology Faculty Works
To identify moderators of a cognitive-behavioral depression prevention program’s effect on depressive symptoms among youth in early adolescence, data from three randomized controlled trials of the Penn Resiliency Program (PRP) were aggregated to maximize statistical power and sample diversity (N = 1145). Depressive symptoms, measured with the Children’s Depression Inventory (CDI; Kovacs 1992), were assessed at six common time points over two-years of follow-up. Latent growth curve models evaluated whether PRP and control conditions differed in the rate of change in CDI and whether youth- and family-level characteristics moderated intervention effects. Model-based recursive partitioning was used as a supplementary analysis …
A Randomized Depression Prevention Trial Comparing Interpersonal Psychotherapy—Adolescent Skills Training To Group Counseling In Schools, J. F. Young, J. S. Benas, C. M. Schueler, R. Gallop, Jane Gillham, L. Mufson
A Randomized Depression Prevention Trial Comparing Interpersonal Psychotherapy—Adolescent Skills Training To Group Counseling In Schools, J. F. Young, J. S. Benas, C. M. Schueler, R. Gallop, Jane Gillham, L. Mufson
Psychology Faculty Works
Given the rise in depression disorders in adolescence, it is important to develop and study depression prevention programs for this age group. The current study examined the efficacy of Interpersonal Psychotherapy-Adolescent Skills Training (IPT-AST), a group prevention program for adolescent depression, in comparison to group programs that are typically delivered in school settings. In this indicated prevention trial, 186 adolescents with elevated depression symptoms were randomized to receive IPT-AST delivered by research staff or group counseling (GC) delivered by school counselors. Hierarchical linear modeling examined differences in rates of change in depressive symptoms and overall functioning from baseline to the …
Resilience Education, Jane Gillham, R. M. Abenavoli, S. M. Brunwasser, M. Linkins, K. J. Reivich, M. E. P. Seligman
Resilience Education, Jane Gillham, R. M. Abenavoli, S. M. Brunwasser, M. Linkins, K. J. Reivich, M. E. P. Seligman
Psychology Faculty Works
As a primary learning and social environment for most children, schools have tremendous potential to, and responsibility for, promoting resilience and well-being in children. This chapter reviews the rationale for focusing on resilience in education and illustrates some of the ways that schools can promote resilience in young people. Although resilience education can also encompass academic or educational resilience, the authors focus primarily on the power of schools to promote students’ social and emotional well-being and provide examples from their team’s work on school-based resilience and positive psychology interventions. As they hope to show, resilience education holds great promise in …