Table 1.
Characteristics and coding of nature of interventions tested in included studies.
| Study Name | Description | Therapeutic Approach | Specific CBT Program Name |
|---|---|---|---|
| Arnarson 2009 [20] | Based on a number of previous programs including the Coping with Depression and its derivative Coping with Stress program. The focus was on the development of adaptive coping skills to enhance self-esteem and well-being. Stated it incorporated principles of interpersonal therapy, problem solving, behavioural, and cognitive models (pg 581). | CBT & IPT | Unspecified |
| Balle 2009 [21] | Based on the FRIENDS program; includes education about anxiety, cognitive restructuring, emotional regulation techniques (activation control strategies, controlled breathing, relaxation and cognitive distraction), and gradual exposure to feared situations. | CBT | FRIENDS |
| Berry 2009 [22] | The Confident Kids program focuses on anxiety and included psychoeducation, cognitive restructuring and graded exposure. Also included education about bullying, coping strategies for bullying situations and sessions on social skill and self esteem enhancement. | CBT | Confident Kids |
| Barnet 2007 [23] | Trained home visitors provided parenting curriculum (child development, parenting skills, appropriate health care use), encouraged contraceptive use, connected adolescent with primary care, school continuation, provided mentoring and case management, sought to identify depression, partner abuse and school drop out and follow-up of these issues. | Other | |
| Bond 2004 [24] | The Gatehouse project is a school health promotion program with both individual and ‘whole school’ focused components. The individual component focused on teaching students to identify difficult/conflicting emotional responses to common social situations and develop strategies for responding. The whole school component included a school based adolescent health team as well as interventions to address identified risk and protective factors in the schools social and learning environment. | Other | |
| Cabiya 2008 [25] | Primarily social problem solving that included teaching adolescents how to understand social cues, how to make accurate interpretations of these cues; how to generate a variety of solutions to a problem they perceive in the social setting; how to decide which solution to enact and how to enact the chosen solution. | CBT | Unspecified |
| Calear 2009 [26] | MoodGYM is an online CBT program that includes cognitive restructuring, interpersonal skills, relaxation and problem solving. It is fully automated and self-directed. | CBT - online | MoodGYM |
| Cardemil 2002 a [27]-African American | The Penn Resiliency Program (PRP) includes cognitive restructuring, relaxation and emotion regulation, assertiveness, coping skills, negotiation, social skills, creative and social problem solving, and decision-making. | CBT | PRP |
| Cardemil 2002 b [27]-Latina | Penn Resiliency Program (PRP) | CBT | PRP |
| Chaplin a 2006 [28]-girls only | Penn Resiliency Program (PRP) | CBT | PRP |
| Chaplin b2006 [28]-co-ed | Penn Resiliency Program (PRP) | CBT | PRP |
| Clarke 1993 [29] | Behavioural skill training intervention that focused on increasing daily rates of pleasant activities. | CBT | Unspecified |
| Clarke 1995 [30] | The Adolescent Coping with Stress program teaches cognitive restructuring and problem solving skills. The course was based on the “Adolescent Coping with Depression Course” (Clarke et al. 1990). Specifically it teaches adolescents to (a) monitor daily moods; (b) identify activating events; (c) discover, challenge, realistically evaluate, and revise negative beliefs; (d) recognize the connections among activating events, beliefs, and consequences (e.g., affect and behaviours); and (e) problem solve and cope with stressful events. | CBT | Coping with Stress |
| Clarke 2001 [31] | Adolescent Coping with Stress program | CBT | Coping with Stress |
| Garber 2009 [32] | Adolescent Coping with Stress program with behavioural activation, relaxation and assertiveness training as part of the continuation phase | CBT | Coping with Stress |
| Gillham 1995 [33] | Included cognitive restructuring, and social problem solving. The social problem solving component focused on conduct problems and interpersonal problems often associated with depression and included teaching children to thinking about their goals before acting, generating a list of possible solutions for problems and making decisions about which solution to enact based on pro’s and con’s of each. They were also taught skills to help cope with parental conflict, and behavioural techniques to enhance assertiveness, negotiation and relaxation. | CBT | PRP |
| Gillham & Reivich 2006 [34] | Penn Resiliency Program (PRP) with parent component included based on the theory that children learn interpretive and coping styles from their parents, and that helping to prevent or reduce depression in parents interrupts transmission from parents to children. | CBT | PRP |
| Gillham & Hamilton 2006 [35] | Penn Resiliency Program (PRP) | CBT | PRP |
| Gillham 2007 [36] | Penn Resiliency Program (PRP) | CBT | PRP |
| Hains 1990 [37] | Based on cognitive-behavioural stress-inoculation training model developed by Meichenbaum (1985). Included cognitive restructuring around common self defeating cognitions lead to stress and anger. | CBT | Stress Inoculation |
| Hains 1992 [38] | One group received stress inoculation as in Hains 1990; the second group received anxiety management training following the Suinn 1986 manual that includes learning how to recognise cues that signal the onset of anxiety and the use of relaxation skills to relieve anxiety. | CBT | Stress Inoculation |
| Horowitz a 2007 [39] | Derived from the Adolescent Coping with Stress program | CBT | Coping with Stress |
| Horowitz b 2007 [39] | Derived from the IPT–AST (Young & Mufson, 2003) course. IPT-AST includes two individual sessions and 8 group sessions delivering psychoeducation about the relationship between interpersonal difficulties and depression and skill building including communication and interpersonal strategies related to three interpersonal problem areas: interpersonal role disputes, role transitions, and interpersonal deficits. | IPT | IPT-AST |
| Hyun 2005 [40] | The program integrated cognitive and behavioral components. The cognitive components included identifying reasons for running away from home, identifying high-risk situations including negative emotional states, cognitive distortions and dysfunctional coping strategies, and behavioral components included developing coping strategies such as pleasant activities and relaxation and planning for future life. | CBT | Unspecified |
| Kraag 2009 [41] | The Learn Young, Learn Fair program addressed stress, stress awareness and coping skills. | CBT | Learn Young, Learn Fair |
| Lock 2003 [42] | The FRIENDS program (Barrett 2000) was originally based on the Coping Cat (Kendall, 1990) and Coping Koala (Barrett, 1998) programs. It included education about anxiety, cognitive restructuring, emotional regulation techniques (activation control strategies, controlled breathing, relaxation and cognitive distraction), and gradual exposure to feared situations (including interoceptive exposure). | CBT | FRIENDS |
| Lowry-Webster 2001 [43] | FRIENDS program. | CBT | FRIENDS |
| Pössel 2004 [44] | The Ease of Handling Social Aspects in Everyday Life-Training (LISA-T) program is based on cognitive behavioural therapy and includes cognitive restructuring as well as a social focus with models of assertiveness and social competence training which targets students ability to develop and maintain social contacts. | CBT | LISA-T |
| Pössel 2008 [45] | LISA-T | CBT | LISA-T |
| Puskar 2003 [46] | The Teaching Kids to Cope program is aimed to teach skills that help young people cope with problems and stress. It includes cognitive restructuring but has more emphasis on behavioural skill building including social skills training, assertiveness training, conflict resolution and relaxation. It uniquely includes bibliotherapy, role-playing, and group exercises such as ‘trust-fall’, buddy assignments, and role playing situations from school as well as art activities. | CBT | Teaching Kids to Cope |
| Quayle 2001 [47] | Adapted PRP and called the Optimism and Life Skills Program | CBT | PRP |
| Rivet-Duval 2010 [48] | The Resourceful Adolescent Program (RAP) integrates elements of cognitive behavioural therapy (CBT) and interpersonal therapy. It includes behavioural activation with a focus on activities that increase self-esteem, cognitive restructuring, relaxation techniques, problem solving and conflict resolution. | CBT & IPT | RAP |
| Roberts 2003 [49] | Penn Resiliency Program (PRP) | CBT | PRP |
| Roberts 2010 [50] | The Aussie Optimism Program (AOP) program is based on PRP but targets anxiety as well as depression. | CBT | PRP |
| Rooney 2006 [51] | The Positive Thinking Program (PTP) program is based in part on the Aussie Optimism Program (AOP). It includes cognitive restructuring, and training in relaxation and distraction skills. | CBT | Positive Thinking Program |
| Sawyer 2010 [52] | The beyondblue schools research initiative utilised individual and ‘whole school’ focused components. The individual component aimed to improve problem solving and social skills, resilient thinking style and coping strategies. The whole school component included enhancements to the school climate to improve the quality of social interactions amongst all members of the school; improvements to care pathways to improve adolescents access to support and professional services; and community forums to provide adolescents, their families and school personnel to information about recognising problems and how to seek help. | CBT | beyondblue Schools Research Initiative |
| Seligman 1999 [53] | Intervention is based on CBT and similar PRP and includes cognitive restructuring, behavioural activation interventions including graded task breakdown, time management, anti-procrastination techniques, creative problem solving, assertiveness training, interpersonal skills including active listening, taking each other’s perspectives, controlling emotions, passive vs. assertive vs. aggressive behaviours, and relaxation training. | CBT | Unspecified |
| Seligman 2007 [54] | Replication of Seligman 1999 intervention with additional of web-based material and e-coaching primarily aimed at maintaining intervention effects over time. | CBT-partly online | Unspecified |
| Shatte 1997 [55] | Penn Resiliency Program (PRP) | CBT | PRP |
| Sheffield 2006 [56] | The Universal intervention included cognitive restructuring as well as problem solving interventions and was similar to the intervention described in Spence 2003. The indicated prevention program included these elements but also included interpersonal skills such as assertiveness, conflict resolution and negotiation and self-reward. | CBT | Problem Solving for Life |
| Spence 2003 [57] | The Problem Solving for Life (PSFL) program integrates cognitive restructuring and problem-solving skills training. | CBT | Problem Solving for Life |
| Stice a 2007 [58] | Based on the Coping with Stress program and focused on building rapport, increasing pleasant activities and cognitive restructuring. | CBT | Blues Program |
| Stice b 2007 [58] | Supportive-expressive group therapy, which aimed to establish and maintain rapport, provide support, and help the client identify and express emotions. | Other | |
| Stice c 2007 [58] | Bibliotherapy, which is the prescription of books for the treatment of a disorder. | Other | |
| Stice d 2007 [58] | Expressive writing in which participants write about issues of emotional significance to them. | Other | |
| Stice e 2007 [58] | Journalling | Other | |
| Stice a 2008 [59] | Based on the Coping with Stress program and focused on building rapport, increasing pleasant activities and cognitive restructuring | CBT | Blues Program |
| Stice b 2008 [59] | Supportive-expressive group therapy, which aims to establish and maintain rapport, provide support, and help the client identify and express emotions. | Other | |
| Stice c 2008 [59] | Cognitive Behavioural Bibliotherapy | Other | |
| Yu 2002 [60] | Chinese version of the Penn Resiliency Program (PRP) | CBT | PRP |
| Young 2006 [61] | The Interpersonal Therapy-Adolescent Skills Training (IPT–AST) program was created as an extension of interpersonal therapy. IPT–AST teaches communication and social skills necessary to develop and maintain positive relationships. | IPT |
ASQ: Attributional Style Questionnaire; CDI: Children’s depression Inventory; BDI: Beck Depression Inventory; CASQ: Childrens Attributional Style Questionnaire; CBCL-YSR: Child Behaviour Checklist-Youth Self Report; CES-D: Centre for Epidemiologic Studies Depression Scale; CIS-R: Clinical Interview Schedule-Revised; CPQ: child perception questionnaire (measures child’s perception of parental conflict); DSRS: Depression Self-Rating Scale RADS-2 : Reynolds Adolescent Depression Scale; RCADS: Revised Child Anxiety and Depression Scale; SBS-DES: Self-Report Questionnaire-Depression; SDIC: Short Depression Inventory for Children.