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A Qualitative Process Evaluation of Classroom-Based Cognitive Behaviour Therapy to Reduce Adolescent Depression

Small scale trials indicate that classroom-based Cognitive Behaviour Therapy (CBT) for adolescents has good reach and can help prevent depression. However, under more diverse everyday conditions, such programmes tend not to show such positive effects. This study examined the process of implementing...

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Autores principales: Taylor, John A., Phillips, Rhiannon, Cook, Ellen, Georgiou, Lucy, Stallard, Paul, Sayal, Kapil
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2014
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4078557/
https://www.ncbi.nlm.nih.gov/pubmed/24905241
http://dx.doi.org/10.3390/ijerph110605951
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author Taylor, John A.
Phillips, Rhiannon
Cook, Ellen
Georgiou, Lucy
Stallard, Paul
Sayal, Kapil
author_facet Taylor, John A.
Phillips, Rhiannon
Cook, Ellen
Georgiou, Lucy
Stallard, Paul
Sayal, Kapil
author_sort Taylor, John A.
collection PubMed
description Small scale trials indicate that classroom-based Cognitive Behaviour Therapy (CBT) for adolescents has good reach and can help prevent depression. However, under more diverse everyday conditions, such programmes tend not to show such positive effects. This study examined the process of implementing a classroom-based CBT depression prevention programme as part of a large (n = 5,030) randomised controlled trial across eight UK secondary schools which was not found to be effective (PROMISE, ISRCTN19083628). The views of young people (n = 42), teachers (n = 12) and facilitators (n = 16) involved in the Resourceful Adolescent Programme (RAP) were obtained via focus groups and interviews which were thematically analysed. The programme was considered to be well structured and contain useful content, particularly for younger pupils. However, challenges associated with implementation were its age appropriateness for all year groups, its perceived lack of flexibility, the consistency of quality of delivery, the competing demands for teacher time and a culture where academic targets were prioritised over personal, social and health education. Whilst schools are convenient locations for introducing such programmes and allow good reach, the culture around improving well-being of young people in schools, increasing engagement with teachers and young people and sustaining such programmes are issues that need addressing.
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spelling pubmed-40785572014-07-02 A Qualitative Process Evaluation of Classroom-Based Cognitive Behaviour Therapy to Reduce Adolescent Depression Taylor, John A. Phillips, Rhiannon Cook, Ellen Georgiou, Lucy Stallard, Paul Sayal, Kapil Int J Environ Res Public Health Article Small scale trials indicate that classroom-based Cognitive Behaviour Therapy (CBT) for adolescents has good reach and can help prevent depression. However, under more diverse everyday conditions, such programmes tend not to show such positive effects. This study examined the process of implementing a classroom-based CBT depression prevention programme as part of a large (n = 5,030) randomised controlled trial across eight UK secondary schools which was not found to be effective (PROMISE, ISRCTN19083628). The views of young people (n = 42), teachers (n = 12) and facilitators (n = 16) involved in the Resourceful Adolescent Programme (RAP) were obtained via focus groups and interviews which were thematically analysed. The programme was considered to be well structured and contain useful content, particularly for younger pupils. However, challenges associated with implementation were its age appropriateness for all year groups, its perceived lack of flexibility, the consistency of quality of delivery, the competing demands for teacher time and a culture where academic targets were prioritised over personal, social and health education. Whilst schools are convenient locations for introducing such programmes and allow good reach, the culture around improving well-being of young people in schools, increasing engagement with teachers and young people and sustaining such programmes are issues that need addressing. MDPI 2014-06-05 2014-06 /pmc/articles/PMC4078557/ /pubmed/24905241 http://dx.doi.org/10.3390/ijerph110605951 Text en © 2014 by the authors; licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/3.0/).
spellingShingle Article
Taylor, John A.
Phillips, Rhiannon
Cook, Ellen
Georgiou, Lucy
Stallard, Paul
Sayal, Kapil
A Qualitative Process Evaluation of Classroom-Based Cognitive Behaviour Therapy to Reduce Adolescent Depression
title A Qualitative Process Evaluation of Classroom-Based Cognitive Behaviour Therapy to Reduce Adolescent Depression
title_full A Qualitative Process Evaluation of Classroom-Based Cognitive Behaviour Therapy to Reduce Adolescent Depression
title_fullStr A Qualitative Process Evaluation of Classroom-Based Cognitive Behaviour Therapy to Reduce Adolescent Depression
title_full_unstemmed A Qualitative Process Evaluation of Classroom-Based Cognitive Behaviour Therapy to Reduce Adolescent Depression
title_short A Qualitative Process Evaluation of Classroom-Based Cognitive Behaviour Therapy to Reduce Adolescent Depression
title_sort qualitative process evaluation of classroom-based cognitive behaviour therapy to reduce adolescent depression
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4078557/
https://www.ncbi.nlm.nih.gov/pubmed/24905241
http://dx.doi.org/10.3390/ijerph110605951
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