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Comparison of Cognitive-Behavioral, Relaxation, and Self-Modeling Interventions for Depression Among Middle-School Students
Abstract
The efficacy of short-term cognitive-behavioral therapy, relaxation training, and self-modeling interventions for the treatment of depression among middle school students was investigated. Sixty-eight moderate to severely “experimentally diagnosed” latency age and depressed early adolescent subjects (ages 10–14) were assigned randomly to one of three active treatments or waitlist-control. Self-report and interview measures of depression and self-esteem were used to assess treatment effects. Results indicated that all treatment conditions, relative to the waitlist-control, evidenced a significant decrease in depression and an increase in self-esteem. Parent-report data, as well as data from treated control subjects, provided further support for the potential effectiveness of the short-term structured school-based interventions.
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Self-citation
Metadata
- Authors
- Kahn, J. S., Kehle, T. J., Jenson, W. R., & Clark, E.
- Venue
- School Psychology Review
- Publisher
- Informa UK Limited
- Published
- 1990-06-01
- Volume
- 19
- Issue
- 2
- Pages
- 196-211
- ISSN
- 0279-6015 (ISSN-L)
- 2372-966X
- OpenAlex
- W2725927370
- Cited by
- 288
- References
- 0
- FWCI
- 5.13
- Type
- journal article
- Language
- en
- Open access
- closed
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