The prevention of depressive symptoms in adolescents

We have designed and validated a school-based prevention program which teaches cognitive skills and social problem-solving to groups of school children at risk for depression. A previous study of at risk children (n = 142) showed both relief and marked prevention of depressive symptoms in 10-12 year old children throughout a two year follow-up period (Jaycox, Reivich, & Seligman, 1994; Gillham, Reivich, Jaycox & Seligman, 1995). In this study, we test the effectiveness of this program with seventh and eighth grade adolescents using a three group design. To determine whether the cognitive and social problem-solving skills are the critical components of this program, adolescents were randomly assigned to one of three conditions: a cognitive-behavioral program, the Penn Optimism Program (POP), a common elements alternative intervention, the Penn Enhancement Program (PEP), or a no-treatment control group (CON). PEP controlled for social support, group cohesion, adult attention, expectations of benefit, and depression relevant content. Each of these variables is non-specific to the cognitive intervention but may contribute to the program\u27s effectiveness. We have followed the participants for four months, targeting depressive symptoms as reported by the adolescent. The students in POP reported significantly fewer symptoms of depression than those in the control group at the four month follow-up. POP was particularly beneficial to boys: At four month follow-up, the boys in POP reported significantly fewer symptoms of depression than the boys in the control group and PEP. In contrast, the PEP program seemed to benefit seventh grade girls. In the seventh grade, the girls in PEP reported significantly fewer symptoms of depression than the girls in the control group or POP. It may be that the interpersonal focus of PEP was more compatible with girls\u27 affiliative orientation, whereas the skills focus of POP was more in line with boys\u27 achievement orientation