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Preventing Depression in Adolescents - School-Based Intervention Implementation and Perceptions of Change

Cobbald, A; (2016) Preventing Depression in Adolescents - School-Based Intervention Implementation and Perceptions of Change. Doctoral thesis , University College London.

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Abstract

This thesis is focused on universal prevention trials for adolescent depression. The review paper screened 271 studies for inclusion/exclusion criteria, leaving 22 to be coded and weighted for evidence. Effect sizes were examined to evaluate intervention outcomes. Of the 14 studies that were judged to be methodologically sound, outcomes of five interventions showed small effect sizes, two medium and one large. It is argued that the benefits of universal preventative interventions are significant due to their reach and potential to prevent the need for more intensive input for vulnerable individuals. Areas for further enquiry included investigation of cognitive changes linked with positive outcomes and factors underpinning sound implementation in school contexts. The empirical paper sought to explore the factors that facilitated, or created a barrier to, intervention implementation as well as perceived changes following the intervention. An eight week programme based on cognitive behavioural principles with elements to address reward processing, was delivered to 13-14 year olds as part of the usual school timetable. Afterwards the perceptions of 15 students were gathered using semi-structured interviews. In addition, the views of five psychologists, who delivered a range of interventions, were explored in group and individual interviews. Thematic analysis was used to analyse transcripts. Two main themes emerged, relating to change and implementation. Sub-themes relating to perceptions of change from student interviews were; learning and social relationships, behaviour, cognitions, emotions, decision-making as well as no change. Psychologists identified an additional change sub-theme of professional growth and development. With regard to the main theme of implementation, three sub-themes emerged from both the student and psychologist data; intervention delivery, learning experience and teaching and group dynamics. The results are reviewed in relation to the literature and implications for practice and future research considered. A critical appraisal is included as the final chapter of the thesis.

Type: Thesis (Doctoral)
Title: Preventing Depression in Adolescents - School-Based Intervention Implementation and Perceptions of Change
Event: University College London
Keywords: Adolescent Depression, Prevention, Cognitive Behavioural Therapy, Reward Processing
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Clinical, Edu and Hlth Psychology
URI: https://discovery.ucl.ac.uk/id/eprint/1496808
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