School-Based Cognitive Behavioral Intervention for Depressive Symptoms in Children

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  • SATO HIROSHI
    FACULTY OF EDUCATION AND CULTURE, UNIVERSITY OF MIYAZAKI RESEARCH FELLOW, JAPAN SOCIETY FOR THE PROMOTION OF SCIENCE
  • IMAJO TOMOKO
    MINAMIASHIGARA JUNIOR HIGH SCHOOL
  • TOGASAKI YASUKO
    FACULTY OF EDUCATION AND CULTURE, UNIVERSITY OF MIYAZAKI
  • ISHIKAWA SHIN-ICHI
    FACULTY OF EDUCATION AND CULTURE, UNIVERSITY OF MIYAZAKI
  • SATO YOKO
    FACULTY OF EDUCATION AND CULTURE, UNIVERSITY OF MIYAZAKI
  • SATO SHOJI
    FACULTY OF EDUCATION AND CULTURE, UNIVERSITY OF MIYAZAKI

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Other Title
  • 児童の抑うつ症状に対する学級規模の認知行動療法プログラムの有効性
  • ジドウ ノ ヨクウツ ショウジョウ ニ タイスル ガッキュウ キボ ノ ニンチ コウドウ リョウホウ プログラム ノ ユウコウセイ

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  The present study evaluated the efficacy for depressive symptoms in children of a school-based universal program based on cognitive behavioral therapy (CBT).  Key components of the program used in the present study were psychoeducation, social skills training, and cognitive restructuring.  The participating children (aged 10-12 years) were assigned either to a cognitive behavior therapy group (n=150) or to a no-treatment control condition (n=160).  The intervention involved nine 45-minute sessions during school classes.  In a pretreatment-posttreatment comparison, the self-reports of the children in the cognitive behavior therapy group of depressive symptoms, cognitive errors, social skills, and school functioning were superior to those of the children in the no-treatment condition.  These results provide support for the efficacy of the intervention.

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