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    SCHOOL-BASED INTERVENTIONS FOR ANXIOUS AND DEPRESSED YOUTH: A META-ANALYSIS OF OUTCOMES

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    Genre
    Thesis/Dissertation
    Date
    2011
    Author
    Mychailyszyn, Matthew
    Advisor
    Kendall, Philip C.
    Committee member
    Fauber, Robert L.
    Brown, Ronald T.
    Alloy, Lauren B.
    Giovannetti, Tania
    Daly, Brian P.
    Department
    Psychology
    Subject
    Psychology, Behavioral
    Cognitive Behavior Therapy
    Intervention
    Prevention
    School
    Youth
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/1983
    
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    DOI
    http://dx.doi.org/10.34944/dspace/1965
    Abstract
    Objective: Conduct a meta-analysis of school-based interventions for anxious and depressed youth to evaluate the findings according to QUORUM guidelines. Method: A search of the literature was conducted using PubMed, PsycINFO, and manual searches, supplemented by contact with leading researchers. The present meta-analysis used 63 studies and investigated 8,225 participants receiving CBT and 6,986 participants in comparison conditions. Results: Mean pre-post effect size estimates indicate that anxiety-focused school-based CBT was moderately effective at improving symptomatology of anxiety (Hedge's g = 0.501) and depression-focused school-based CBT was mildly effective at improving depression symptomatology (Hedge's g = 0.298) for youth receiving active interventions as compared to those in anxiety intervention control conditions (Hedge's g = 0.193) and depression intervention controls (Hedge's g = 0.091). Moderators and mediators of treatment outcome were explored. Conclusions: School-based CBT interventions for youth anxiety and for youth depression hold considerable promise, though further investigation is still needed to identify features that optimize service delivery and outcome.
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