TY - JOUR
T1 - School-based curriculum to improve depression literacy among US secondary school students
T2 - A randomized effectiveness trial
AU - Swartz, Karen
AU - Musci, Rashelle J.
AU - Beaudry, Mary Beth
AU - Heley, Kathryn
AU - Miller, Leslie
AU - Alfes, Clarissa
AU - Townsend, Lisa
AU - Thornicroft, Graham
AU - Wilcox, Holly C.
N1 - Funding Information:
This work was funded by the National Institute of Mental Health (grants R01MH095855 to H. C. W. and K23MH090246 to L. M.). G. Thornicroft is supported by the National Institute for Health Research (NIHR) Collaboration for Leadership in Applied Health Research and Care South London at King’s College London Foundation Trust; the Department of Health via the (NIHR) Biomedical Research Centre and Dementia Unit awarded to South London and Maudsley National Health Service (NHS) Foundation Trust in partnership with King’s College London and King’s College Hospital NHS Foundation Trust; and the European Union Seventh Framework Programme (grant FP7/2007-2013) Emerald project. In the past 36 months, L. Townsend’s spouse has received research support, acted as a consultant, or served on a speaker’s bureau for Actavis, Akili, Alcobra, Amerex, American Academy of Child & Adolescent Psychiatry, American Psychiatric Press, Bracket, CogCubed, Cognition Group, Coronado Biosciences, Elsevier, Epharma Solutions, Forest, Genentech, GlaxoSmithKline, Guil-ford Press, Ironshore, Johns Hopkins University Press, KemPharm, Lundbeck, Medgenics, Merck, NIH, Neurim, Novartis, Otsuka, PCORI, Pfizer, Physicians Postgraduate Press, Purdue, Rhodes Pharmaceuticals, Roche, Sage, Shire, Sunovion, Supernus Pharmaceuticals, Syneurx, Takeda, Teva, TouchPoint, Tris, Validus, and WebMD.
PY - 2017/12
Y1 - 2017/12
N2 - Objectives. To determine the effectiveness of a universal school-based depression education program. Methods. In 2012–2015, we matched 6679 students from 66 secondary schools into pairs by state (Maryland, Delaware, Pennsylvania, Michigan, and Oklahoma) and randomized to the Adolescent Depression Awareness Program (ADAP; n = 3681) or to a waitlist control condition (n = 2998). Trained teachers delivered ADAP as part of the health education curriculum to students aged 14 to 15 years. The primary outcome was depression literacy. Secondary outcomes included mental health stigma and, in a subset of the sample, the receipt of mental health services. Follow-up was at 4 months. Results. ADAP resulted in significantly higher levels of depression literacy among participating students than did waitlist controls, after adjusting for pretest assessment depression literacy (P < .001). Overall, ADAP did not significantly affect stigma (P = .1). After ADAP, students approached 46% of teachers with concerns about themselves or others. Of students who reported the need for depression treatment, 44% received treatment within 4 months of ADAP implementation. Conclusions. ADAP is an effective public health intervention for improving depression literacy among students.
AB - Objectives. To determine the effectiveness of a universal school-based depression education program. Methods. In 2012–2015, we matched 6679 students from 66 secondary schools into pairs by state (Maryland, Delaware, Pennsylvania, Michigan, and Oklahoma) and randomized to the Adolescent Depression Awareness Program (ADAP; n = 3681) or to a waitlist control condition (n = 2998). Trained teachers delivered ADAP as part of the health education curriculum to students aged 14 to 15 years. The primary outcome was depression literacy. Secondary outcomes included mental health stigma and, in a subset of the sample, the receipt of mental health services. Follow-up was at 4 months. Results. ADAP resulted in significantly higher levels of depression literacy among participating students than did waitlist controls, after adjusting for pretest assessment depression literacy (P < .001). Overall, ADAP did not significantly affect stigma (P = .1). After ADAP, students approached 46% of teachers with concerns about themselves or others. Of students who reported the need for depression treatment, 44% received treatment within 4 months of ADAP implementation. Conclusions. ADAP is an effective public health intervention for improving depression literacy among students.
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U2 - 10.2105/AJPH.2017.304088
DO - 10.2105/AJPH.2017.304088
M3 - Article
C2 - 29048969
AN - SCOPUS:85033592366
SN - 0090-0036
VL - 107
SP - 1970
EP - 1976
JO - American journal of public health
JF - American journal of public health
IS - 12
ER -