Table 1.
Characteristics of Individual Studies Included in the Meta-Analysis
| Study | Type of sample |
Sample sizea |
Age group |
% boys |
Type of control group | Attrition (%) |
Nondepression measures assessed |
Overall ES |
Depression ES |
|---|---|---|---|---|---|---|---|---|---|
| Ackerson et al. (1998) | Diagnosed community sample | 22 | 14–18 | 36 | Waitlist | 27 | Negative cognitions | 1.52 cognitive bibliotherapy | 1.63 cognitive bibliotherapy |
| Asarnow et al. (2002) | Symptomatic school sample | 23 | Grades 4–6 | 35 | Waitlist | 0 | Negative cognitions | 0.41 CBT with family component | .25 CBT with family component |
| Brent et al. (1997) | Diagnosed recruited plus referred outpatient sample | 99 | 13–18 | 24 | Nondirective supportive therapy | 7 | Functional impairment Suicidality | 0.32 CBT; 0.15 systemic behavior family therapy | 0.36 CBT; 0.18 systemic behavior family therapy |
| Butler et al. (1980) | Symptomatic school sample | 41 | Grades 5–6 | 53 | Attention placebo | 2 | Self-esteem
Locus of control Stimulus appraisal |
0.52 role-play; 0.40 cognitive restructuring | 0.28 role-play; 0.09 cognitive restructuring |
| Clarke et al. (1999) | Diagnosed recruited sample | 96 | 14–18 | 29 | Waitlist | 22 | Externalizing behavior
Functional impairment |
0.32 CBT; 0.15 CBT plus parent group | 0.18 CBT; −0.14 CBT plus parent group |
| Clarke et al. (1995) | Symptomatic high school sample | 120 | Grades 9–10 | 30 | No treatment | 20 | Functional impairment | 0.30 cognitive restructuring | 0.27 cognitive restructuring |
| Clarke et al. (2001) | Symptomatic at-risk sample | 94 | 13–18 | 36 | HMO usual care | 6.3 | Externalizing behavior Functional impairment Number of nondepression diagnoses Suicidality | 0.11 cognitive restructuring | .09 cognitive restructuring |
| Clarke et al. (2002) | Diagnosed offspring of depressed parents from HMO | 88 | 13–18 | 31 | HMO usual care | 2 | Externalizing behavior
Functional impairment Number of nondepression diagnoses Suicidality |
0.003 CBT | 0.02 CBT |
| Curtis (1992) | Diagnosed high school sample | 19 | High school | 11 | Waitlist | 17 | School performance
Problem behaviors |
1.03 CBT | 2.02 CBT |
| Dana (1998) | Symptomatic special education youths | 19 | 8–13 | 87 | No treatment | 0 | Conduct problems
Self-worth Social skills |
−0.15 CBT | −0.10 CBT |
| De Cuyper et al. (2004) | Symptomatic school sample | 21 | 9–11 | 25 | Waitlist | 9 | Self-worth
Anxiety |
0.40 CBT | 0.34 CBT |
| Diamond et al. (2002) | Diagnosed youths referred by parents or school | 32 | 13–17 | 22 | Waitlist | 0 | Anxiety
Attachment Externalizing behavior Family functioning Hopelessness Suicidality |
0.68 attachment- based family treatment | 0.72 attachment- based family treatment |
| Ettelson (2003) | Symptomatic high school sample | 25 | Grades 9–12 | 44 | Supportive contact waitlist | 20 | Anxiety
Coping Negative cognitions |
0.63 CBT | 0.67 CBT |
| Fischer (1995) | Symptomatic youths in detention | 16 | 12–17 | 88 | Attention placebo | 71 | Coping
Suicidality |
0.91 CBT | 0.07 CBT |
| Hickman (1994) | Diagnosed youths attending a day treatment program | 9 | 8–11 | 89 | Day treatment (treatment as usual) | 0 | Social skills | 0.60 social skills training | 0.43 social skills training |
| R. H. C. Kahn (1989) | Symptomatic youths abroad | 30 | 15–17 | 47 | No treatment | 17 | Social adjustment
Self-concept |
−0.44 group support | −0.46 group support |
| J. S. Kahn et al. (1990) | Symptomatic school sample | 68 | 10–14 | 49 | Waitlist | 0 | Self-concept | 1.27 CBT; 0.91 relaxation; 0.85 self- modeling | 1.34 CBT; 0.95 relaxation; 0.96 self- modeling |
| Kerfoot et al. (2004) | Symptomatic sample involved in social services | 46 | 54 | Treatment as usual | 12 | Global functioning | 0.22 CBT | −0.07 CBT | |
| Lewinsohn et al. (1990) | Diagnosed recruited sample | 59 | 14–18 | 39 | Waitlist | 7 | Anxiety
Externalizing behavior Conflict resolution Negative cognitions Pleasant events |
0.53 CBT; 0.73 CBT plus parent | 0.68 CBT; 1.31 CBT plus parent |
| Liddle & Spence (1990) | Symptomatic school sample | 21 | 7–11 | 68 | Attention placebo | Not reported | Social skills
Interpersonal difficulty |
0.21 social competency training | 0.67 social competency training |
| Marcotte & Baron (1993) | Symptomatic high school sample | 25 | 14–17 | 24 | Waitlist | 11 | Irrational beliefs | 0.38 rationale motive | −0.27 rationale motive |
| Moldenhauer (2004) | Symptomatic primary care sample | 19 | 12–17 | 27 | Healthy lifestyle class | 27 | Anxiety
Conflict resolution Family functioning Negative thoughts Self-esteem |
0.06 CBT | −0.003 CBT |
| Mufson et al. (1999) | Diagnosed outpatient sample | 32 | 12–18 | 27 | Clinical monitoring | 33 | Social problem-solving
Functional impairment |
0.61 IPT | 0.54 IPT |
| Mufson et al. (2004) | Diagnosed high school sample | 63 | 12–18 | 16 | Treatment as usual | 10.9 | Social adjustment
Functional impairment |
0.45 IPT | 0.44 IPT |
| Reed (1994) | Diagnosed sample | 17 | 14–19 | 50 | Art and imagery group | 6 | Self-esteem | −0.56 structured learning therapy | −0.66 structured learning therapy |
| Reynolds & Coats (1986) | Symptomatic high school sample | 24 | 14–17 | 37 | Waitlist | 20 | Self-concept
Anxiety Self-esteem |
1.06 CBT; 1.33 relaxation | 1.49 CBT; 1.48 relaxation |
| Roberts et al. (2003) | Symptomatic rural school sample | 179 | 11–13 | 50 | Usual health education class | 5 | Anxiety
Externalizing behavior Negative cognitions Social skills |
0.07 CBT | 0.05 CBT |
| Rohde et al. (2004) | Diagnosed sample in juvenile justice system | 91 | 13–17 | 52 | Tutoring and life skills training | 2 | Social adjustment
Externalizing behavior Functional impairment |
0.24 CBT | 0.38 CBT |
| Rosello & Bernal (1999) | Diagnosed, school-referred sample | 58 | 13–17 | 46 | Waitlist | 18 | Self-esteem
Social adjustment Family criticism and overinvolvement Problem behavior |
.11 CBT; 0.47 IPT | 0.37 CBT; 0.72 IPT |
| Stark (1990) | Symptomatic school sample | 19 | Grades 4–5 | 37 | Traditional counseling | 10 | Automatic thoughts | 0.61 | 0.65 |
| Stark et al. (1987) | Symptomatic school sample | 28 | 9–12 | 57 | Waitlist | 3 | Self-esteem
Anxiety |
CBT 0.61 self-control; 0.41 behavioral problem solving | CBT 0.63 self-control; 0.56 behavioral problem solving |
| Treatment for Adolescents with Depression Study (TADS) Team (2004) | Diagnosed outpatient sample | 439 | 12–17 | 46 | Medication placebo | 10.9 | Suicidality | 0.09 CBT | −0.07 CBT |
| Vostanis et al. (1996a, 1996b) | Diagnosed outpatient sample | 57 | 8–17 | 44 | Nonfocused intervention | 10 | Anxiety
Self-esteem Aggression Social adjustment |
−0.04 CBT | 0.24 CBT |
| Weisz et al. (1997) | Symptomatic school children | 48 | Grades 3–6 | 54 | No treatment | None | None | 0.45 CBT | 0.45 CBT |
| Wood et al. (1996) | Diagnosed outpatient sample | 48 | 9–17 | 38 | Relaxation training | 9 | Anxiety
Self-esteem Conduct problems Functional impairment |
0.44 CBT | 0.54 CBT |
Note. All effect size (ES) values incorporate Hedges’s correction for small sample size. CBT = cognitive–behavioral therapy; IPT = interpersonal psychotherapy.
a
Sample size reflects the number of participants used to compute ESs at posttreatment. If intent-to-treat analyses were used, then all randomized participants were included in the N. When two control groups were present (e.g., Butler et al., 1980; Liddle & Spence, 1990), the attention-placebo group was used instead of the no-treatment control.