Pilot Study Comparing Two Versions of Group Cognitive-behavioral Indicated Prevention Programs
- Conditions
- Depressive Symptoms
- Interventions
- Behavioral: Group-based therapy
- Registration Number
- NCT04111887
- Lead Sponsor
- Oregon Research Institute
- Brief Summary
The purpose of this study is to compare the effectiveness of two depression prevention programs and a control brochure for college students. Participants may experience reductions in depressive symptoms and prevention of future depression.
- Detailed Description
Not available
Recruitment & Eligibility
- Status
- COMPLETED
- Sex
- All
- Target Recruitment
- 91
- current student at the University of Oregon
- subthreshold symptoms of depression, as indicated by a CES-D depression screener score of 20 or greater
- current diagnosis of major depression
- acute suicidal ideation requiring immediate mental health treatment
Study & Design
- Study Type
- INTERVENTIONAL
- Study Design
- PARALLEL
- Arm && Interventions
Group Intervention Description Blues Program Group-based therapy The 6 weekly 1-hour sessions begin with a review of concepts and (after Session 1) review of past home practice assignments; all sessions conclude with home practice assignments. Each session has a portion devoted to thought identification/recording and cognitive restructuring and a portion devoted to increased involvement in pleasant activities. We use motivational enhancement exercises to maximize willingness to use the new skills, behavioral techniques to reinforce use of the new skills, and group activities to foster feelings of group cohesion. Change Ahead Group-based therapy Each of the 6 weekly 1-hour sessions begins with a voluntary commitment to actively participate and to try something new in the upcoming week; includes a section devoted to selecting and publicly committing to one change focused on reducing negative/increasing positive cognitions and one change focused on increasing pleasant activities; and ends with home practice assignments. Additional exercises designed to increase dissonance induction include (a) group discussions for changing conditions, (b) roleplays to generate quick comebacks to written negative thoughts provided by other group members, (c) in-session writing exercises on the benefits of doing fun activities, (d) discussion of methods for creating internal and external accountability for positive change, (e) home practice assignment of engaging in actions to help someone else' mood, (f) writing a letter to my future self about positive intentions, and (g) providing positive feedback to other group members at the last session. Brochure control Group-based therapy NIMH brochure that describes major depression and recommends treatment for depressed youth ("Let's Talk About Depression" NIH Pub. 01-4162), as well as information about local treatment options.
- Primary Outcome Measures
Name Time Method Change from baseline Depressive Disorder Diagnostic using the Kiddie Schedule for Affective Disorders and Schizophrenia at 6 weeks, 3 months and 6 months Measured at baseline, 6 weeks, 3 months and 6 months Evaluate change (if any) by using the Kiddie Schedule for Affective Disorders and Schizophrenia at the 6 week, 3 month and 6 month marks.
Difference in future onset of Major Depressive Disorder using the Kiddie Schedule for Affective Disorders and Schizophrenia Measured at baseline, 6 weeks, 3 months and 6 months. Evaluate difference (if any) in the future onset of Major Depressive Disorder at 3 months and 6 months.
Difference in attendance in Change Ahead vs Blues Program groups using group leader notes Measured at each group therapy session (6 weeks in total). Evaluate difference (if any) in attendance in Change Ahead vs Blues Program group therapies by using group leader notes.
- Secondary Outcome Measures
Name Time Method Emotions Measured at baseline, weeks 2,4 and 6. Evaluate the participants emotions using Ecological Momentary Assessments (EMAs).
Positive and negative thoughts Measured at baseline, weeks 2,4 and 6. Evaluate the participants positive and negative thoughts using Ecological Momentary Assessments (EMAs).
Negative life events Measured at baseline Evaluate difference (if any) in self-reported negative life events
Assessments using writing samples Measured at baseline and 6 weeks Evaluate difference (if any) in social and academic problem solving skills and thoughts of the future.
Depression and anxiety symptoms using the PHQ-9 Measured at baseline, 6 weeks, 3 months and 6 months Evaluate difference (if any) in self-reported depression and anxiety symptoms
Social adjustment in school, work, peer, spare time, and family domains Measured at baseline, 6 weeks, 3 months and 6 months Evaluate difference (if any) in self-reported social adjustment using 17 items adapted from Social Adjustment Scale-Self Report for Youth (Weissman, Orvaschel, \& Padian, 1980)
Depression and anxiety symptoms using the GAD-7 Measured at baseline, 6 weeks, 3 months and 6 months Evaluate difference (if any) in self-reported depression and anxiety symptoms
Health care utilization Measured at baseline, 6 weeks, 3 months and 6 months Evaluate difference (if any) in self-reported utilization of health care services for physical health problems/injuries, mental health problems, and other personal problems.
Negative automatic thoughts Measured at baseline, 6 weeks, 3 months and 6 months Evaluate difference (if any) in self-reported negative automatic cognition using 12 items from the Automatic Thoughts Questionnaire (ATQ; Hollon \& Kendall, 1980)
Substance use Measured at baseline (in intake screener), 6 weeks, 3 months and 6 months Evaluate difference (in any) in self-reported substance use using 10 items from Stice, Barrera and Chassin (1998). Participants report the frequency of intake of beer/wine/wine coolers and hard liquor, frequency of heavy drinking (5 or more drinks in a row), frequency of times drunk, and frequency of marijuana, stimulants, downers, inhalants, and hallucinogen use.
Activity level Measured at baseline, weeks 2,4 and 6. Evaluate the participants activity levels using Ecological Momentary Assessments (EMAs).
Negative attributional style Measured at baseline, 6 weeks, 3 months and 6 months Evaluate difference (if any) in self-reported negative attributional style
Trial Locations
- Locations (1)
Oregon Research Institute
🇺🇸Eugene, Oregon, United States