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A meta-analytic review of depression prevention programs for children and adolescents: factors that predict magnitude of intervention effects
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In this meta-analytic review, the authors summarized the effects of depression prevention programs for youth as well as investigated participant, intervention, provider, and research design features associated with larger effects. They identified 47 trials that evaluated 32 prevention programs, producing 60 intervention effect sizes. The average effect for depressive symptoms from pre-to-posttreatment (r = .15) and pretreatment to-follow-up (r = .11) were small, but 13 (41%) prevention programs produced significant reductions in depressive symptoms and 4 (13%) produced significant reductions in risk for future depressive disorder onset relative to control groups. Larger effects emerged for programs targeting high-risk individuals, samples with more females, samples with older adolescents, programs with a shorter duration and with homework assignments, and programs delivered by professional interventionists. Intervention content (e.g., a focus on problem-solving training or reducing negative cognitions) and design features (e.g., use of random assignment and structured interviews) were unrelated to effect sizes. Results suggest that depression prevention efforts produce a higher yield if they incorporate factors associated with larger intervention effects (e.g., selective programs with a shorter duration that include homework).
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“Effect sizes at follow-up were Pearson’s r = .11 (Cohen’s d = .20), which is lower than the effect size found in the present study.”
From Acceptance and commitment therapy universal prevention program for adolescents: a feasibility study. (2017) · cites this paper as [10]
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“Early intervention programs targeting depression and other mental health-related problems have reported a reduction in efficacy from post-intervention to follow-up [10, 59].”
From Acceptance and commitment therapy universal prevention program for adolescents: a feasibility study. (2017) · cites this paper as [10]
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“Most early intervention programs for adolescents teach emotion regulation strategies based on the techniques espoused in Cognitive-Behavioral Therapy (CBT).”
From A randomized controlled trial of strong minds: A school-based mental health program combining acceptance and commitment therapy and positive psychology (2016) · cites this paper as Stice et al., 2009
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“The observed changes in the present study are similar in magnitude to the changes observed in other early intervention programs utilizing CBT.”
From A randomized controlled trial of strong minds: A school-based mental health program combining acceptance and commitment therapy and positive psychology (2016) · cites this paper as Stice, Shaw, Bohon, Marti, and Rohde (2009)
Experimental — accuracy not yet measuredThe cited source says what the claim attributes to it.
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“larger effects emerged for shorter than longer interventions in a meta-analysis for adolescent depression”
From Meta-analytic review of online guided self-help interventions for depressive symptoms among college students (2021) · cites this paper as Stice et al., 2009
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“In contrast to multiple meta-analyses of different depression intervention programs supporting superior effects among selective to universal samples (Horowitz and Judy, 2006; Merry et al., 2004; Stice et al., 2009), our analyses point at the potential of equivalent effects for online guided self-help interventions among these samples in the college context.”
From Meta-analytic review of online guided self-help interventions for depressive symptoms among college students (2021) · cites this paper as Stice et al., 2009
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“A meta-analysis of prevention programs for depression [10] found that the average effect size from baseline to post-intervention was Pearson’s r = .15 (Cohen’s d = .30), which is equivalent to our results.”
From Acceptance and commitment therapy universal prevention program for adolescents: a feasibility study. (2017) · cites this paper as [10]
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“The outcomes from these programs have been mixed and a meta-analysis has found that less than half significantly reduced depression symptoms (Stice et al., 2009).”
From A randomized controlled trial of strong minds: A school-based mental health program combining acceptance and commitment therapy and positive psychology (2016) · cites this paper as Stice et al., 2009
In the citing paper
“However, the available evidence suggests that more intense homework-based interventions, such as our program, are superior to those with less intensity.68-70”
From Adolescent and parent experiences with a primary care/Internet-based depression prevention intervention (CATCH-IT) (2011) · cites this paper as [69]
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Metadata
- Authors
- Stice, E., Shaw, H., Bohon, C., Marti, C. N., & Rohde, P.
- Affiliations
- Oregon Research Institute (US)
- The University of Texas at Austin (US)
- University of Oregon (US)
- Venue
- Journal of Consulting and Clinical Psychology
- Published
- 2009-06
- Volume
- 77
- Issue
- 3
- Pages
- 486-503
- ISSN
- 0022-006X (ISSN-L)
- 1939-2117
- PMC
- PMC2758769
- OpenAlex
- W2043872160
- Cited by
- 553
- References
- 87
- Citations by year
- 2026: 11 · 2025: 18 · 2024: 13 · 2023: 29 · 2022: 24 · 2021: 35 · 2020: 31 · 2019: 43 · 2018: 33 · 2017: 35 · 2016: 69 · 2015: 49 · 2014: 38 · 2013: 39 · 2012: 35
- FWCI
- 30.13
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Journal of Consulting and Clinical Psychology (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Funders
- National Institutes of Health (MH 67183)
- 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 › Medicine › Psychiatry and Mental health › Mental Health Treatment and Access
- Keywords
- depression prevention, children, adolescents, depressive symptoms, intervention effect size, at-risk youth, homework, intervention duration, problem-solving training, negative thinking
- MeSH terms
- Adolescent, Age Factors, Child, Culture, Depressive Disorder, Major, Major Depressive Disorder, Female, Humans, Interview, Psychological, Male, Outcome and Process Assessment, Health Care, Practice, Psychological, Problem Solving, Risk Factors, Sex Factors, Randomized Controlled Trials as Topic, Secondary Prevention, Young Adult
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.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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