Seligman 2007.

Methods	Study design: RCT Study grouping: parallel group Unit of randomisation: individuals Power (power & sample size calculation, level of power achieved): not specified Imputation of missing data: not specified; available‐case analysis (only participants for whom outcomes were obtained)
Participants	Country: USA Setting: recruited from college; training setting in part probably University of Pennsylvania for classroom‐based workshops, also web‐based materials and e‐mail coaching Age: not specified Sample size (randomised): 240 Sex: 156 women, 84 men Comorbidity (mean (SD) of respective measures in indicated, if available) at baseline: depression (BDI): IG: 9.8 (5), CG: 10.4 (5.7); all participants with BDI score 9 ‐ 24 (mild to moderate depressive symptoms); anxiety (BAI): IG: 10 (5.7), CG: 11.8 (7.6) Population description: first‐year undergraduates at the University of Pennsylvania Inclusion criteria: 1) at risk for depression by virtue of scoring between 9 and 24 on the BDI, which are considered mild to moderate levels of depressive symptoms; 2) read and sign the voluntary consent form Exclusion criteria: BDI score above 24 (as these individuals were more likely to be in a current major depressive episode, and the purpose of the study was to prevent depression, not to treat current depression; 1.5% above 24) Attrition (withdrawals and exclusions): 13 lost to follow‐up: pre‐intervention (IG: 11, CG: 2); post‐intervention: no further loss to follow‐up; 6 further losses at 1‐ follow‐up (IG: 4, CG: 2); 9 further losses at 2‐ follow‐up (IG: 6, CG: 3); over total study course: 28 lost to follow‐up (IG: 21: CG: 7); attrition rate often exceeds 5.4% Reasons for missing data: too busy; studying abroad for 1 or 2 semesters
Interventions	Intervention: cognitive‐behavioral workshop along with web‐based materials and e‐mail coaching (n = 113) delivery: CLASSROOM‐BASED WORKSHOP: face‐to‐face group sessions (10 ‐ 12 participants) with between‐meeting homework; workshop manual for leaders; rapport‐building, lecturing, PowerPoint presentations with multimedia (video, animation, audio, role‐playing by actors), participant role‐playing, games and activities, group discussion, homework review, use of detailed participant’s notebook with homework and written materials that review major points of workshop; 1 individual meeting with leader WEB‐BASED SUPPLEMENT: interactive (multiple choice questions with feedback for correct answers, links provided when answers were incorrect); COACHING BY E‐MAIL after completion of classroom‐based workshop; triggered face‐to‐face boosters (individual) for participants with increase of 4 or more points on BDI over consecutive assessment providers: workshop leaders + coaches: trained and experienced cognitive therapists who currently or had worked at Aaron Beck’s Center for Cognitive Therapy in Philadelphia, Pennsylvania; prior to intervention: 25‐hour training from Dr Karen Reivich (developer of structured manual); throughout workshop: supervision by Karen Reivich; in total: 10 leaders who delivered 12 workshops over 2‐year period; highly detailed and scripted manual to standardise the delivery of the workshop duration of treatment period and timing: CLASSROOM‐BASED WORKSHOPS: 8 weekly 2‐hour sessions; between‐meeting homework; access to web‐based supplement throughout follow‐up COACHING BY E‐MAIL in 6 months following completion of workshop (6 e‐mails in total) OPTIONAL BOOSTERS: triggered face‐to‐face boosters (single 30‐ to 45‐minute booster) when participants had increase of ≥ 4 points on the BDI over consecutive assessments description: CLASSROOM‐BASED WORKSHOP: cognitive‐behavioural techniques; includes following topics: cognitive theory of change (relationship between thoughts, feelings and behaviours) identifying automatic negative thoughts and underlying beliefs marshalling evidence to question and dispute automatic negative thoughts and irrational beliefs (empirical hypothesis testing) replacing automatic negative thoughts with more constructive interpretations, beliefs and behaviours (generating alternatives, thought‐stopping, distraction techniques) behavioral activation strategies (graded task breakdown, time management, anti‐procrastination techniques, creative problem‐solving, assertiveness training) interpersonal skills (active listening, taking each other’s perspectives, controlling emotions, passive vs assertive vs aggressive behaviours) stress management (relaxation training) generalising these coping skills to new and relevant situation INDIVIDUALISED MEETING with leader early in the workshop: introduce leader to the participant and build rapport address participant’s initial concerns and questions guide participant in identifying key challenges and stresses where skills taught in workshop could be most helpful WEB‐BASED SUPPLEMENT (WBS): homework and review materials from workshop, relevant reading materials and special topics that enabled students to apply basic cognitive‐behavioural skills to issues of personal interest; interactive Web materials (at numerous points, participants are asked multiple choice questions to determine skill acquisition, receive feedback on whether their answers were correct and are provided with links to relevant materials when their answers were incorrect) COACHING BY E‐MAIL: trainers continue to stay in touch with workshop participants after end of workshop; every few weeks e‐mails that contain refreshers of skills taught in the workshop, tips and exercises to try; coaches offer feedback and further coaching if participants have any questions; in each e‐mail, participants are encouraged to use the web‐based resilience resources TRIGGERED FACE‐TO‐FACE BOOSTERS: structured boosters; following topics are covered by coaches: discuss and review resilience skills, using a handout that summarises the skills help student identify specific ways in which he/she could apply the skills in times of stress help student create a list of skills they could use in their life now help student identify appropriate materials on web‐based resources that are specific to their stressors compliance: CLASSROOM‐BASED WORKSHOP: average attendance at workshop: 84% WBS: Only a few (6 of 102) participants completed web‐based review materials despite frequent encouragement to use materials in coach e‐mails BOOSTER SESSIONS IN 6 MONTHS: Only 10 participants met BDI criteria and had a face‐to‐face booster with their coach in the 6 months following completion of the workshop integrity of delivery: supervision of workshop leaders by Dr Karen Reivich to ensure they were closely adhering to structured manual economic information: up to USD 400 offered to participants for completing all phases of the study; costs for dissemination: workshop leader (about USD 2000/10 – 15 participants for experienced cognitive therapists to deliver an 8‐week workshop), costs to post the Web‐based materials, about USD 55/hour for the coaches to send and reply to the pre‐written coach e‐mails, about USD 55/hour for the coaches to conduct face‐to‐face boosters with participants whose BDI score increases substantially, and compensation for someone to co‐ordinate the delivery of the intervention theoretical basis: based largely on Beck’s and colleagues’ cognitive therapy for depression; see also study by Seligman 1999 on cognitive‐behavioural intervention with college students at risk for depression Control: no intervention (n = 127) compliance: not specified economic information: up to USD 400 offered to participants for completing all phases of the study
Outcomes	Outcomes collected and reported: depressive symptoms ‐ BDI anxiety symptoms ‐ BAI life satisfaction ‐ SWLS happiness ‐ Fordyce Emotions Questionnaire happiness percentage ‐ Fordyce Emotions Questionnaire attributional style ‐ ASQ MDD self‐report ‐ self‐report version of the Longitudinal Interval Follow Up Evaluation (LIFE; only follow‐up assessments) GAD self‐report ‐ self‐report version of LIFE measure (only follow‐up assessments) Major depressive episodes ‐ Clinical interview for the DSM‐IV (SCID; only at 6‐month follow‐up if participants met certain criteria in questionnaires at beginning of semester) Generalized anxiety episodes ‐ SCID (only at 6‐month follow‐up if participants met certain criteria in questionnaires at beginning of semester) Time points measured and reported: 1) pre‐intervention; 2) 2. assessment (end of fall semester in which 8‐week workshop took place); 3) 1. follow‐up (early in spring semester after intervention took place in fall semester); 4) 2. follow‐up (late in spring semester after intervention took place in fall semester) Adverse events: not specified
Notes	Contact with authors: We contacted the authors for how many weeks/months after the end of the intervention the 2. assessment and the 1. follow‐up took place (Schulman 2018 [pers comm]). We also asked whether healthcare students were included in the study, but received no response to this inquiry Study start/end date: mid‐ to late‐September (year not indicated) to end of spring semester (second follow‐up assessment); but planned to track participants 3 years Funding source: supported by grant MH63430 from the National Institute of Mental Health and by grant MH52270 from the National Institute of Mental Health Declaration of interest: The Penn Resilience Training for College Students is owned by the University of Pennsylvania. The University of Pennsylvania has licensed this program to Adaptiv Learning Systems. Dr Martin Seligman owns stock in Adaptiv and could profit from the sale of this program. The other researchers who collaborated on this project do not have a financial relationship with Adaptiv Ethical approval needed/obtained for study: not specified Comments by study authors: workshop manual developer and trainer of workshop leaders: Dr Karen Reivich; study is replication study of Seligman 1999 Miscellaneous outcomes by the review authors: unclear if healthcare students were included in the study Correspondence: Martin EP Seligman; University of Pennsylvania; 3720 Walnut Street, Solomon Labs, Philadelphia, PA 19104, USA; seligman@psych.upenn.edu