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

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dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.contributor.advisorKendall, Philip C.
dc.contributor.committeememberFauber, Robert L.
dc.contributor.committeememberBrown, Ronald T.
dc.contributor.committeememberAlloy, Lauren B.
dc.contributor.committeememberGiovannetti, Tania
dc.contributor.committeememberDaly, Brian P.
dc.creatorMychailyszyn, Matthew
dc.date.accessioned2020-10-27T15:28:04Z
dc.date.available2020-10-27T15:28:04Z
dc.date.issued2011
dc.description.abstractObjective: 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.
dc.description.degreePh.D.
dc.description.departmentPsychology
dc.format.extent121 pages
dc.identifier.other864885211
dc.identifier.urihttp://hdl.handle.net/20.500.12613/1983
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.doihttp://dx.doi.org/10.34944/dspace/1965
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectPsychology, Behavioral
dc.subjectCognitive Behavior Therapy
dc.subjectIntervention
dc.subjectPrevention
dc.subjectSchool
dc.subjectYouth
dc.titleSCHOOL-BASED INTERVENTIONS FOR ANXIOUS AND DEPRESSED YOUTH: A META-ANALYSIS OF OUTCOMES
dc.typeText
dc.type.genreThesis/Dissertation
refterms.dateFOA2020-10-27T15:28:04Z
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