School Adolescent Mood Project: Efficacy of IPT-AST in Schools
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 242
- 试验地点
- 1
- 主要终点
- Impairment
研究概览
简要总结
This school-based randomized controlled trial will: a) examine the effects of telehealth-administered Interpersonal Psychotherapy-Adolescent Skills Training (IPT-AST), an evidence-based depression prevention program, as compared to services as usual (SAU) on social processes and emotional and school outcomes, b) examine moderators and mediators of intervention effects, and c) assess the costs, cost-effectiveness, acceptability, feasibility, fidelity, and sustainability of IPT-AST.
详细描述
This is a randomized clinical trial. Adolescents with elevated depressive symptoms will be identified and randomly assigned to IPT-AST delivered through telehealth by research staff (alone or in collaboration with school support staff) or services as usual (SAU) as delivered by counselors or other student support staff in schools. The research team will use longitudinal data collection with adolescents, parents, and counselors, and will collect data from teachers and school records to achieve study objectives.
Participants will be 240 racially and ethnically diverse students in the 9th and 10th grades between the ages of 14 and 17 with elevated symptoms of depression and their parents. Counselors in local high schools will also be study participants. A subset of counselors, adolescents, and administrators will also participate in a qualitative interview as part of an implementation study.
Adolescent participants will be randomly assigned to IPT-AST, an evidence-based depression prevention program, or SAU which may include supportive counseling and/or referral for services.
Standardized measures for adolescents, parents, and teachers and school records will be used to examine emotional outcomes (e.g., depression and anxiety symptoms, depression diagnoses) and school outcomes (e.g., school engagement, grades). Investigators will utilize standardized measures to assess social processes (e.g., interpersonal conflict, social functioning) that may mediate the effects of the intervention on these emotional and school outcomes. Investigators will also collect data on services received in IPT-AST and SAU, techniques utilized in both conditions, and feasibility, acceptability, fidelity, sustainability, and costs of IPT-AST using session logs, time diaries, standardized measures, leader- and consultant-rated fidelity checklists, and qualitative interviews.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Prevention
- 盲法
- Single (Outcomes Assessor)
入排标准
- 年龄范围
- 14 Years 至 75 Years（Child, Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •Adolescent Participants
- •Inclusion Criteria:
- •Adolescents in 9th or 10th grade between the ages of 14 and 17
- •Adolescent must be English-speaking; parents must be English or Spanish-speaking
- •Parental/guardian permission (informed consent) and child assent/consent
- •A score of 16 or higher on the CES-D AND at least 2 threshold or subthreshold symptoms on the K-SADS-PL
- •Have access to a cellular phone, computer, and/or tablet and have internet access to complete the remote intervention and evaluations
排除标准
- •Less than 2 threshold or subthreshold symptoms on the K-SADS-PL
- •Significant current active suicidal ideation reported on the K-SADS-PL at the eligibility evaluation or suicide attempt in the past year reported on the K-SADS-PL at the eligibility evaluation
- •Significant cognitive or language impairments requiring placement in Special Education as reported by the parent or as evident in the eligibility evaluation
- •Youth may be excluded on a case-by-case basis if the eligibility/baseline evaluation suggests that the group program would not be appropriate (for, instance, in the case of significant behavioral problems in the baseline evaluation).
- •For Parent Participants
- •Inclusion Criteria:
- •Parents of students in 9th or 10th grade between the ages of 14 and 17 at one of the participating schools
- •English or Spanish-speaking or limited English proficiency with use of interpreter
- •Consent to participate
- •Have access to a phone, computer, and/or tablet to complete remote evaluations
- •Exclusion Criteria:
- •For Parent-Designated Adult Family Member Participants (in cases where parent asks a different family member to complete parent assessments)
- •Inclusion Criteria:
- •18 years of age or older
- •Knows the adolescent well enough to answer questions about him/her
- •English or Spanish-speaking or limited English proficiency with use of interpreter
- •Consent to participate
- •Have access to a phone, computer, and/or tablet to complete remote evaluations
- •Exclusion Criteria:
- •For Counselor Participants
- •Inclusion Criteria:
- •Counselor at one of the participating high schools
- •Consent to participate
- •Have access to a phone, computer, and/or tablet to complete remote evaluations
- •Exclusion Criteria:
- •For Teacher and Administrator Participants
- •Inclusion Criteria:
- •Teacher or administrator at one of the participating high schools
- •Consent to participate in the qualitative interview
- •Have access to a phone, computer, and/or tablet to complete remote evaluations
- •Exclusion Criteria:
研究组 & 干预措施
Interpersonal Psychotherapy-Adolescent Skills Training
Interpersonal Psychotherapy-Adolescent Skills Training (IPT-AST) is an indicated group depression prevention program. In IPT-AST, adolescents learn communication (e.g., using I statements, striking while the iron is cold) and interpersonal problem-solving strategies and apply these strategies to their relationships to decrease conflict, increase social support, and improve overall social functioning. IPT-AST consists of 1 or 2 individual pre-group sessions, 1 mid-group session, 8 weekly group sessions, and up to 6 individual booster sessions. Parents are invited to attend the mid-group session so the adolescents can apply the interpersonal strategies in a conversation with a parent. The purpose of the booster sessions is to monitor symptoms and apply the interpersonal strategies to current stressors. These sessions are designed to help solidify the interpersonal skills and address current problems before they result in a worsening of symptoms.
干预措施: Interpersonal Psychotherapy - Adolescent Skills Training (Behavioral)
Services as Usual (SAU)
Investigators anticipate that counselors in SAU will see youth in the study for brief, periodic sessions and/or will refer youth for treatment in the community. Counselors will be permitted to see the adolescents as often as they would like throughout the course of the study (up to 15-months post-baseline). Investigators will ask counselors to complete a form each time they see a teen, noting the length of the session, whether the session was scheduled or not, and the topics discussed.
干预措施: Services as usual (Behavioral)
结局指标
主要结局
Impairment
时间窗: Baseline, 2 month, 3 month, 9 month, 15 month
Change in impairment will be measured by the Columbia Impairment Scale (CIS), 13-item scale of overall functioning; scores range from 0-52; a score of 15 or higher is considered elevated impairment; higher scores represent greater impairment
Onset of depression diagnoses
时间窗: Eligibility, 15 month
The onset of diagnoses/change in depression diagnoses during the study period from eligibility to the 15 month assessment will be assessed by the Schedule for Affective Disorders and Schizophrenia for School-Age Children (K-SADS-PL)
Depression symptoms
时间窗: Screen, baseline, 2 month, 3 month, 9 month, 15 month
Change in depression symptoms will be measured by the Center for Epidemiologic Studies-Depression Scale (CES-D) which assesses the frequency of 20 depressive symptoms over the past week; CES-D scores range from 0 to 60 (scores of 16 or higher are considered elevated); higher scores indicate more depression symptoms
Change in academic grades
时间窗: Baseline, 15 month
Impact of the intervention on school grades will be examined by accessing school records and looking at change in grades from baseline to the 15 month assessment.
Change in school attendance
时间窗: Baseline, 15 month
Impact of the intervention on school attendance will be examined by accessing school records and looking at change in attendance from baseline through 15 months.
次要结局
- Number of disciplinary incidents(Baseline, 15 month)
- Patterns in qualitative data(3 month)
- Internalizing and externalizing symptoms(Baseline, 2 month, 3 month, 9 month, 15 month)
- Anxiety symptoms(Baseline, 2 month, 3 month, 9 month, 15 month)
- Fidelity to the intervention(Weekly during intervention delivery)
- Acceptability - counselors: A self-report measure, Counselor Feedback Form(3 month, 15 month)
- School connectedness(Baseline, 3 month, 9 month, 15 month)
- Emotional and behavioral engagement in learning(Baseline, 3 month, 9 month, 15 month)
- Acceptability - adolescents: A self-report measure, the Attitude Towards Intervention Questionnaire (ATI)(3 month, 15 month)
- Attendance(Weekly during IPT-AST)