Improving the recognition of depression in adolescence: Can we teach the teachers?

被引:61
作者
Moor, Stephanie
Maguire, Ann
McQueen, Hester
Wells, J. Elisabeth
Elton, Robert
Wrate, Robert
Blair, Caroline
机构
[1] Christchurch Sch Med & Hlth Sci, Dept Psychol Med, Christchurch, New Zealand
[2] Edinburgh Young Peoples Unit, Depress Scottish Sch Team, Edinburgh, Midlothian, Scotland
[3] Christchurch Sch Med & Hlth Sci, Dept Publ Hlth & Gen Practice, Christchurch, New Zealand
关键词
adolescent; depression; teacher; schools; education; MFQ; screening; MENTAL-DISORDERS; MINOR DEPRESSION; MAJOR DEPRESSION; CHILDREN; COMMUNITY; SYMPTOMS; SAMPLE; MOOD; CHILDHOOD; GIRLS;
D O I
10.1016/j.adolescence.2005.12.001
中图分类号
B844 [发展心理学(人类心理学)];
学科分类号
040202 ;
摘要
This study evaluated the effectiveness of a schools-based psychoeducational intervention designed to help teachers recognize the symptoms of clinical depression in their adolescent pupils. Around 151 teachers in eight high schools in Scotland, UK were randomly assigned to experimental and control groups and all received training on depression. The ability of the experimental teachers to report which pupils were depressed was compared with the control group whose reporting task Occurred before they had received training. The teachers were reporting on 2262 pupils who had been independently screened for clinical depression using a two-stage screening procedure with the Mood and Feelings Questionnaire (MFQ) and semi-structured clinical interview (K-SADS). Systematic evaluation showed that training teachers with this package did not improve their ability to recognize their depressed pupils. Recognizing depressive illness in adolescence is one of the main public health challenges for adolescent mental health services and this study adds to the growing literature on the difficulties in achieving this. (c) 2005 The Association for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.
引用
收藏
页码:81 / 95
页数:15
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