Teachers or psychologists: Who should facilitate depression prevention programs in schools?
Open accessAbstract
The current study evaluates a depression prevention program for adolescents led by psychologists vs. teachers in comparison to a control. The universal school-based prevention program has shown its efficacy in several studies when implemented by psychologists. The current study compares the effects of the program as implemented by teachers versus that implemented by psychologists under real-life conditions. A total of 646 vocational track 8th grade students from Germany participated either in a universal prevention program, led by teachers (n = 207) or psychologists (n = 213), or a teaching-as-usual control condition (n = 226). The design includes baseline, post-intervention, and follow-up (at 6 and 12 months post-intervention). The cognitive-behavioral program includes 10 sessions held in a regular school setting in same-gender groups and is based on the social information-processing model of social competence. Positive intervention effects were found on the change in girls' depressive symptoms up to 12 months after program delivery when the program was implemented by psychologists. No such effects were found on boys or when program was delivered by teachers. The prevention program can successfully be implemented for girls by psychologists. Further research is needed for explanations of these effects.
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Wahl et al. (2014) compared a depression prevention program delivered by either teachers or psychologists and found only the program facilitated by psychologists to have any significant impact on outcomes.
“This conclusion is supported by similar research conducted by Wahl et al. (2014), which compared a depression prevention program delivered by either teachers or psychologists and found only the pro gram facilitated by psychologists to have any significant impact on outcomes.”
From Acceptance and commitment therapy interventions in secondary schools and their impact on students' mental health and well-being: A systematic review (2022) · cites this paper as Wahl et al. (2014)
The Conclusions report positive intervention effects on depressive symptoms only for girls in the psychologist-led program, with none for boys or in the teacher-led program. The claim omits that gender and outcome limitation: it suggests a significant impact on outcomes generally, whereas the reported benefit was specifically for girls’ depressive symptoms. (LLM, conf=0.86)
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Self-citation
- Authors
- Wahl, M., Adelson, J., Patak, M., Pössel, P., & Hautzinger, M.
- Affiliations
- University of Tübingen (DE)
- University of Louisville (US)
- Corresponding author
- Wahl, Melanie
- Venue
- International Journal of Environmental Research and Public Health
- Publisher
- MDPI AG
- Published
- 2014-05-15
- Volume
- 11
- Issue
- 5
- Pages
- 5294-5316
- ISSN
- 1660-4601 (ISSN-L)
- PMC
- PMC4053918
- OpenAlex
- W2065760917
- Cited by
- 31
- References
- 69
- Citations by year
- 2026: 2 · 2025: 3 · 2024: 2 · 2023: 3 · 2022: 3 · 2021: 4 · 2020: 1 · 2018: 3 · 2017: 2 · 2016: 4 · 2015: 2 · 2014: 2
- FWCI
- 7.47
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- International Journal of Environmental Research and Public Health (publishedVersion, cc-by)
- Europe PMC (PubMed Central) (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- GenderOpen - Repositorium für die Geschlechterforschung (submittedVersion, cc-by)
- ThinkIR: The University of Louisville's Institutional Repository (University of Louisville) (submittedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- GenderOpen - Repositorium für die Geschlechterforschung
- Funders
- Deutsche Forschungsgemeinschaft
- Bundesministerium für Bildung und Forschung
- Topics
- Health Sciences › Health Professions › Speech and Hearing › School Health and Nursing Education
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Social Sciences › Psychology › Social Psychology › Mental Health Treatment and Access
- Keywords
- depression prevention, school-based prevention, adolescents, cognitive-behavioral intervention, social information processing model, social competence, gender differences, depressive symptoms, program implementation
- MeSH terms
- Adolescent, Depression, Faculty, Female, Germany, Humans, Male, Psychology, School Health Services, Students, Cohort Studies
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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