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Originalia

Vergleich zweier schulbasierter Programme zur Prävention depressiver Symptome bei Jugendlichen

Published Online:September 01, 2006https://doi.org/10.1026/1616-3443.35.2.109

Abstract

Zusammenfassung.Theoretischer Hintergrund: Depressive Störungen im Jugendalter sind ein weitverbreitetes Problem mit weitreichenden psychosozialen Folgen. Um beidem vorzubeugen wurde ein kognitiv-verhaltenstherapeutisches und ein auf dem Paradigma des Expressiven Schreibens beruhendes universales schulbasiertes Präventionsprogramm entwickelt. Fragestellung: Haben die beiden Präventionsprogramme positive Wirkung auf depressive Symptomatik und Lebenszufriedenheit Jugendlicher? Methode: Es wurde eine randomisierte Kontrollgruppenstudie mit 3-Monats Follow-up an 579 Realschülern und -schülerinnen der 8. Klasse durchgeführt. Ergebnisse: Das kognitiv-verhaltenstherapeutische Programm wirkt in Abhängigkeit der Ausgangssymptomatik kurz- bzw. mittelfristig auf die depressive Symptomatik, während das Schreibprogramm unabhängig von der Ausgangssymptomatik kurz- und mittelfristig positiv auf die Lebenszufriedenheit wirkt. Schlussfolgerungen: Trotz Einschränkungen in Bezug auf die Vergleichbarkeit beider Programme liefert die Studie erste wichtige Ergebnisse in Richtung eines Vergleichs unterschiedlicher Interventionen in der Präventionsforschung von Depressionen.


Comparison of two school based depression prevention programs for adolescents

Abstract.Background: Depression in adolescences is widespread and has great impact on psychosocial development and health. To follow the need of preventive tools for adolescent depression two prevention programms were developed, one in a cognitive behavioural framework and one adapted from Pennebaker´s expressive writing paradigm. Objective: Both programs were applied in a school-based adolescent population to investigate positive effects on depressive symptoms and health related life satisfaction. Methods: In a randomized group design with a cognitive-behavioral, a expressive writing and a non-treated control group effects were measured by self reported depression and health related life satisfaction before, directly after and three months after the prevention programs including in total N = 579 eighth graders in German secondary schools. Results: Taking into account baseline depression scores the cognitive behavioural prevention program yielded effects on depressive symptoms while the expressive writing group benefited more in terms of health related life satisfaction. Conclusions: The significant differences between the two programs are discussed in relation to methodological limitations of the study as well as differential indications of both interventions. This study offers first hints regarding the possible differential effects of prevention programs with different intervention focus (e.g. emotion, cognition).

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