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A Qualitative Process Evaluation of Classroom-Based Cognitive Behaviour Therapy to Reduce Adolescent Depression

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Listed:
  • John A. Taylor

    (Division of Psychiatry and Applied Psychology, Institute of Mental Health, University of Nottingham, Triumph Road, Nottingham NG7 2TU, UK)

  • Rhiannon Phillips

    (Wales School for Primary Care Research, Institute of Primary Care and Public Health, School of Medicine, Cardiff University, 5th Floor, Neuadd Meirionnydd, Heath Park, Cardiff CF14 4YS, UK)

  • Ellen Cook

    (Department for Health, University of Bath, 22–23 Eastwood, Bath BA2 7AY, UK)

  • Lucy Georgiou

    (Department for Health, University of Bath, 22–23 Eastwood, Bath BA2 7AY, UK)

  • Paul Stallard

    (Department for Health, University of Bath, 22–23 Eastwood, Bath BA2 7AY, UK)

  • Kapil Sayal

    (Division of Psychiatry and Applied Psychology, Institute of Mental Health, University of Nottingham, Triumph Road, Nottingham NG7 2TU, UK)

Abstract

Small scale trials indicate that classroom-based Cognitive Behaviour Therapy (CBT) for adolescents has good reach and can help prevent depression. However, under more diverse everyday conditions, such programmes tend not to show such positive effects. This study examined the process of implementing a classroom-based CBT depression prevention programme as part of a large (n = 5,030) randomised controlled trial across eight UK secondary schools which was not found to be effective (PROMISE, ISRCTN19083628). The views of young people (n = 42), teachers (n = 12) and facilitators (n = 16) involved in the Resourceful Adolescent Programme (RAP) were obtained via focus groups and interviews which were thematically analysed. The programme was considered to be well structured and contain useful content, particularly for younger pupils. However, challenges associated with implementation were its age appropriateness for all year groups, its perceived lack of flexibility, the consistency of quality of delivery, the competing demands for teacher time and a culture where academic targets were prioritised over personal, social and health education. Whilst schools are convenient locations for introducing such programmes and allow good reach, the culture around improving well-being of young people in schools, increasing engagement with teachers and young people and sustaining such programmes are issues that need addressing.

Suggested Citation

  • John A. Taylor & Rhiannon Phillips & Ellen Cook & Lucy Georgiou & Paul Stallard & Kapil Sayal, 2014. "A Qualitative Process Evaluation of Classroom-Based Cognitive Behaviour Therapy to Reduce Adolescent Depression," IJERPH, MDPI, vol. 11(6), pages 1-19, June.
    • Handle: RePEc:gam:jijerp:v:11:y:2014:i:6:p:5951-5969:d:36784
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    References listed on IDEAS

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    1. Karlijn C. M. Kindt & Marloes Kleinjan & Jan M. A. M. Janssens & Ron H. J. Scholte, 2014. "Evaluation of a School-Based Depression Prevention Program among Adolescents from Low-Income Areas: A Randomized Controlled Effectiveness Trial," IJERPH, MDPI, vol. 11(5), pages 1-21, May.
    2. Melanie S. Wahl & Jill L. Adelson & Margarete A. Patak & Patrick Pössel & Martin Hautzinger, 2014. "Teachers or Psychologists: Who Should Facilitate Depression Prevention Programs in Schools?," IJERPH, MDPI, vol. 11(5), pages 1-23, May.
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