Youth depression is a serious, impairing condition. Its prevalence increases sharply following puberty, highlighting the public health significance of treatment in early adolescence. Our long-term goal is to develop and refine treatment for youth depression that is effective and deployable in a variety of youth settings. Here we focus on the setting in which evidence suggests most youth mental health care occurs: the school. Efforts to disseminate empirically supported cognitive behavioral therapies (CBTs) to schools have not been very successful to date, perhaps for at least 2 reasons: (a) the design of most CBT programs may have limited user appeal, and (b) CBT programs have not been shown to outperform current school-based interventions, so there is not a compelling logical case for change. In this application, we address both potential problems. To address the user appeal issue, we have drawn from the literature on robust design to restructure our own CBT program--Primary and Secondary Control Enhancement Training (PASCET) as a video-guided treatment. To address the case for change issue, we propose a trial of our video-guided treatment with a commonly used school-based treatment approach as the comparison condition. In the trial, 6th and 7th graders who meet diagnostic criteria for depressive disorders will be randomly assigned to the two conditions, matched for group format and treatment dose, and all treatment will take place in middle schools. Depression and other outcomes will be assessed at post-treatment and a 1-year follow-up.

Agency
National Institute of Health (NIH)
Institute
National Institute of Mental Health (NIMH)
Type
Research Project (R01)
Project #
5R01MH068806-03
Application #
6910630
Study Section
Interventions Research Review Committee (ITV)
Program Officer
Sherrill, Joel
Project Start
2003-09-10
Project End
2006-04-30
Budget Start
2005-07-01
Budget End
2006-04-30
Support Year
3
Fiscal Year
2005
Total Cost
$1
Indirect Cost
Name
University of California Los Angeles
Department
Psychology
Type
Schools of Arts and Sciences
DUNS #
092530369
City
Los Angeles
State
CA
Country
United States
Zip Code
90095
Ng, Mei Yi; Weisz, John R (2016) Annual Research Review: Building a science of personalized intervention for youth mental health. J Child Psychol Psychiatry 57:216-36
Ng, Mei Yi; Eckshtain, Dikla; Weisz, John R (2016) Assessing Fit Between Evidence-Based Psychotherapies for Youth Depression and Real-Life Coping in Early Adolescence. J Clin Child Adolesc Psychol 45:732-748
Weisz, John R; Krumholz, Lauren S; Santucci, Lauren et al. (2015) Shrinking the gap between research and practice: tailoring and testing youth psychotherapies in clinical care contexts. Annu Rev Clin Psychol 11:139-63
Weisz, John R (2014) Building Robust Psychotherapies for Children and Adolescents. Perspect Psychol Sci 9:81-4
Bearman, Sarah Kate; Weisz, John R; Chorpita, Bruce F et al. (2013) More practice, less preach? the role of supervision processes and therapist characteristics in EBP implementation. Adm Policy Ment Health 40:518-29
Weisz, John R; Chorpita, Bruce F; Frye, Alice et al. (2011) Youth Top Problems: using idiographic, consumer-guided assessment to identify treatment needs and to track change during psychotherapy. J Consult Clin Psychol 79:369-80
Chorpita, Bruce F; Reise, Steven; Weisz, John R et al. (2010) Evaluation of the Brief Problem Checklist: child and caregiver interviews to measure clinical progress. J Consult Clin Psychol 78:526-36
Weisz, John R; Francis, Sarah E; Bearman, Sarah Kate (2010) Assessing secondary control and its association with youth depression symptoms. J Abnorm Child Psychol 38:883-93
Weisz, John R; Southam-Gerow, Michael A; Gordis, Elana B et al. (2009) Cognitive-behavioral therapy versus usual clinical care for youth depression: an initial test of transportability to community clinics and clinicians. J Consult Clin Psychol 77:383-96
McCarty, Carolyn A; Weisz, John R (2007) Effects of psychotherapy for depression in children and adolescents: what we can (and can't) learn from meta-analysis and component profiling. J Am Acad Child Adolesc Psychiatry 46:879-86

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