Preventing childhood anxiety and depression: Testing the effectiveness of a schoolbased program in Mexico

IF 1.7 3区心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Psicologia Educativa Pub Date : 2013-06-01 DOI:10.5093/ed2013a6

Julia Gallegos , Sylvia Linan-Thompson , Kevin Stark , Norma Ruvalcaba

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引用次数: 36

Abstract

A growing number of school-aged children experience or are at risk for a myriad of psychological and behavioral problems such as anxiety and depression that interfere with their interpersonal relationships, school performance, and potential to become productive citizens –hence the importance of school prevention. This study assessed the effectiveness of the Spanish version of the FRIENDS for Life program [AMISTAD para siempre], a social and emotional program that uses cognitive-behavioral techniques to prevent anxiety and depression. Eight schools from a northern city in Mexico were randomly selected and assigned to either an intervention or standard curriculum instruction. Fifteen teachers implemented the intervention, and 16 served as control. Participants were 1,030 fourth and fifth grade students (ages 8-13). The impact of the program was evaluated immediately after the intervention and after 6 months. The program showed a positive effect by reducing symptoms and risk for depression and increasing the proactive coping skills of the overall sample. Suggestions for further research and implications for practice are offered.

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预防儿童焦虑和抑郁:测试墨西哥学校项目的有效性

越来越多的学龄儿童经历或面临着各种心理和行为问题的风险，如焦虑和抑郁，这些问题影响了他们的人际关系、学业表现和成为有生产力的公民的潜力——因此，学校预防的重要性。这项研究评估了西班牙版“生命之友”项目的有效性，这是一个社会和情感项目，使用认知行为技术来预防焦虑和抑郁。墨西哥北部城市的八所学校被随机选择，并被分配到干预或标准课程教学。15名教师实施干预，16名教师作为对照组。参与者为1030名四年级和五年级学生(8-13岁)。在干预后和6个月后立即评估该计划的影响。该项目显示出积极的效果，减少了抑郁症的症状和风险，提高了整体样本的主动应对技能。提出了进一步研究的建议和对实践的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Psicologia Educativa Multiple-

CiteScore

3.50

自引率

0.00%

发文量

审稿时长

29 weeks

期刊介绍： La Revista Psicología Educativa es una revista científico-profesional española, de carácter multidisciplinar, que promueve tanto la aportación teórica como la investigación experimental y profesional del psicólogo y profesiones afines en el ámbito educativo. Su objetivo es compartir temas de común interés en procesos cognitivos, afectivos y culturales en la adquisición de conocimiento, como en áreas de intervención e innovación educativa. Por ello invita a investigadores relacionados con el ámbito educativo (psicólogos, antropólogos, sociólogos, tecnólogos educativos, TCs) a educadores y orientadores en diversos ámbitos, a psicólogos educativos, a evaluadores, a técnicos de computación y tecnologías de la información aplicadas a la educación a enviar sus trabajos a esta revista. Psicología Educativa acepta manuscritos inéditos y originales de interés para los psicólogos y que sean una contribución al conocimiento correspondiente al ámbito de la Psicología de la Educación. Psicología Educativa publica principalmente en castellano, pero admite contribuciones originales en inglés. Revista Psicología Educativa publica principalmente en castellano, pero admite igualmente contribuciones originales en inglés. La revista admite originales libres y también puede solicitar trabajos específicos a autores relevantes. Los manuscritos originales recibidos en castellano o inglés serán sometidos al proceso de revisión externa por expertos, anónima por pares doble ciego (Peer Review). En función de las valoraciones de los expertos, el equipo directivo de la revista tomará la decisión sobre los artículos que podrán ser aceptados, rechazados o solicitadas modificaciones para la mejora de los mismos y la aceptación o rechazo definitivos. Los autores que envían su trabajo a la revista, nunca lo deben postular simultáneamente a otras publicaciones.