Implementation and effectiveness of a sustained depression prevention program for high school students in Japan

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of School and Educational Psychology Pub Date : 2023-08-22 DOI:10.1080/21683603.2023.2243858

Yugo Kira, M. Matsumoto, Kohei Kambara, A. Ogata

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Abstract

ABSTRACT In Japan, many high school students have severe depression. Preventive interventions for school-based cognitive-behavioral depression are effective countermeasures against depressive problems among high school students. However, since high school curriculums are time-consuming, such interventions are less common among high school students. Therefore, we conducted a long-term but low-frequency intervention that divides the program content through several grades. We examined the effectiveness of our intervention based on the data obtained by a survey during the two-year intervention period and one-year follow-up period for 225 students who had enrolled in 2014–2019. Three-level hierarchical linear model analysis showed that students who participated in the program had improved depressive symptoms and related factors over these three years. The Welch test and chi-square test showed fewer depressive symptoms and a lower percentage of students with depression than the 608 Japanese students who did not receive the intervention; data were collected through an online survey at the end of the program and one year after the intervention ended. The results suggest that a school-based cognitive-behavioral depression prevention program using a long-term but low-frequency approach may effectively reduce the implementation burden into the school curriculum, promote sustained implementation, and prevent depression among high school students.

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日本高中生持续抑郁预防项目的实施和有效性

在日本，许多高中生患有严重的抑郁症。校本认知行为抑郁的预防干预是应对高中生抑郁问题的有效措施。然而，由于高中课程是耗时的，这种干预在高中生中不太常见。因此，我们进行了长期但低频率的干预，将节目内容划分为几个等级。我们根据对2014-2019年入学的225名学生进行的为期两年的干预期和为期一年的随访期的调查数据来检验干预的有效性。三层次线性模型分析表明，参与该计划的学生在这三年中抑郁症状和相关因素有所改善。韦尔奇检验和卡方检验显示，与未接受干预的608名日本学生相比，他们的抑郁症状更少，患抑郁症的学生比例更低;数据是在项目结束时和干预结束一年后通过在线调查收集的。研究结果表明，以学校为基础的认知行为抑郁预防项目采用长期、低频率的方法可以有效地减轻学校课程的实施负担，促进持续实施，预防高中生抑郁。

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

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

发文量

期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.