Date of Award

12-2017

Document Type

Dissertation

Degree Name

Doctor of Education (Ded)

Department

Educational and School Psychology

First Advisor

Courtney L. McLaughlin, Ph.D., NCSP

Second Advisor

Lynanne Black, Ph.D.

Third Advisor

John McCarthy, Ph.D.

Fourth Advisor

Joseph Kovaleski, D.Ed.

Abstract

As schools become more increasingly involved in the provision of mental health services, the need for evidence-based therapeutic programs is crucial. This study is an investigation into the school-based implementation of a depression prevention course targeting students at-risk for depression in an urban school setting. Utilizing a convenience sample of adolescents who were randomly assigned to intervention and treatment-as-usual groups, pretest, posttest and progress monitoring measures of depressive symptoms were the dependent variables of this study. Self-report ratings suggested a significant reduction in depressive symptomology over time and from pre- to post-intervention. Teacher ratings of depressive symptoms yielded no significant differences between groups. This study adds to the school-based mental health literature by examining an adapted version of the POD-TEAMS Coping with Stress (Clarke, 2003) course as a depression prevention intervention. Further research is recommended to ascertain more conclusive findings for what may be an efficient cognitive-behavioral program with efficacy in an applied school setting.

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