School-based prevention of depressive symptoms: A randomized controlled study of the effectiveness and specificity of the penn resiliency program.
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The authors investigated the effectiveness and specificity of the Penn Resiliency Program (PRP; J. E. Gillham, L. H. Jaycox, K. J. Reivich, M. E. P. Seligman, & T. Silver, 1990), a cognitive-behavioral depression prevention program. Children (N = 697) from 3 middle schools were randomly assigned to PRP, Control (CON), or the Penn Enhancement Program (PEP; K. J. Reivich, 1996; A. J. Shatté, 1997), an alternate intervention that controls for nonspecific intervention ingredients. Children's depressive symptoms were assessed through 3 years of follow-up. There was no intervention effect on average levels of depressive symptoms in the full sample. Findings varied by school. In 2 schools, PRP significantly reduced depressive symptoms across the follow-up relative to both CON and PEP. In the 3rd school, PRP did not prevent depressive symptoms. The authors discuss the findings in relation to previous research on PRP and the dissemination of prevention programs.
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Promoting resilience resources such as stress management, goal setting, cognitive reframing, and meaning making may be valuable.
“Promoting resilience resources (eg, skills in stress management, goal setting, cognitive reframing, and meaning making) may be valuable.15”
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- Authors
- Gillham, J. E., Reivich, K. J., Freres, D. R., Chaplin, T. M., Shatté, A. J., Samuels, B., Elkon, A. G. L., Litzinger, S., Lascher, M., Gallop, R., & Seligman, M. E. P.
- Affiliations
- University of Pennsylvania (US)
- West Chester University (US)
- Venue
- Journal of Consulting and Clinical Psychology
- Published
- 2007
- Volume
- 75
- Issue
- 1
- Pages
- 9-19
- ISSN
- 0022-006X (ISSN-L)
- 1939-2117
- PMC
- PMC4469032
- OpenAlex
- W2141716006
- Cited by
- 360
- References
- 26
- Citations by year
- 2026: 8 · 2025: 15 · 2024: 9 · 2023: 10 · 2022: 14 · 2021: 12 · 2020: 20 · 2019: 22 · 2018: 26 · 2017: 17 · 2016: 30 · 2015: 27 · 2014: 24 · 2013: 23 · 2012: 30
- FWCI
- 18.12
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Journal of Consulting and Clinical Psychology (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- Works - Scholarship, Research, & Creative Expression (Swarthmore College) (submittedVersion)
- Funders
- National Institute of Mental Health (MH52270)
- Topics
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes
- Health Sciences › Health Professions › Speech and Hearing › School Health and Nursing Education
- Keywords
- depression prevention, depressive symptoms, school-based prevention, cognitive-behavioral intervention, junior high school students, intervention dissemination, program effectiveness
- MeSH terms
- Adolescent, Child, Depression, Female, Humans, Male, Mental Health Services, School Health Services, Sensitivity and Specificity, Treatment Failure
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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