Abstract
A recent meta-analysis provides evidence supporting the universal application of school-based prevention programs for adolescent depression. The mechanisms underlying such successful interventions, however, are largely unknown. We report on a qualitative analysis of 109 Grade 9 students’ beliefs about what they gained from an evidence-based depression prevention intervention, the Resourceful Adolescent Program (RAP-A). Fifty-four percent of interviewees articulated at least one specific example of program benefit. A thematic analysis of responses revealed two major themes, improved interpersonal relationships and improved self-regulation, both stronger than originally assumed. A more minor theme also emerged—more helpful cognitions. It is postulated that both improved interpersonal relationships and improved self-regulation are likely to enhance one another, and more helpful cognitions may express its contribution through enhanced self-regulation. These findings broaden our understanding of the impact of depression prevention programs, beginning to illuminate how such programs benefit participants.
Highlights
Depression prevention interventions are appropriate for use with adolescents, with depression considered one of the most common mental health problems of this developmental phase [1,2,3]
We report on a qualitative analysis of what participants believe they gained from a universal depression prevention program, Resourceful Adolescent Program (RAP-A)
All participants in the current study participated in RAP-A, an eleven-session universal program for 12 to 15 year olds that promotes resilience and positive coping for the prevention of depression
Summary
Depression prevention interventions are appropriate for use with adolescents, with depression considered one of the most common mental health problems of this developmental phase [1,2,3]. Many programs exist that target the socio-emotional health of adolescents in order to prevent depressive disorders and a recent meta-analysis supports the universal application of these programs [4]. Despite this evidence, the mechanisms that underlie successful prevention interventions with adolescents are still largely unclear. In this study we examined the impact of an evidence-based depression prevention intervention, the Resourceful Adolescent Program (RAP-A), from a qualitative perspective This methodology allowed the exploration of perceived mechanisms of change that may underlie the program’s impact, as well as a wider range of outcome variables than quantitative methods allow. We propose that there is more to be gained from universal interventions than the quantitative data has shown us far
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