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

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.