Citation

Beaudry MB, Swartz K, Miller L, Schweizer B, Glazer K, Wilcox H. J. Sch. Health 2019; 89(3): 165-172.

Affiliation

Johns Hopkins University School of Medicine, 550 N Broadway, Suite 201, Baltimore, MD 21287.

Copyright

(Copyright © 2019, American School Health Association, Publisher John Wiley and Sons)

DOI

10.1111/josh.12725

PMID

30644108

Abstract

BACKGROUND: Analysis of data from a NIMH-supported study was conducted to evaluate the effectiveness of the Adolescent Depression Awareness Program (ADAP) in promoting depression literacy and help-seeking behavior.

METHODS: Eighteen Pennsylvania schools were matched on size, sex, race, test scores, median income, and free/reduced lunch status. Schools randomized to the intervention implemented ADAP as a compulsory part of the schools health curriculum, while control schools collected study measures.

RESULTS: Post-randomization analysis revealed no significant differences by sex on the pre-assessments between intervention and control schools. In the intervention schools, a total of 1427 students received ADAP. Written parental consent and adolescent assent was obtained from 33.7% students. The online REDCap survey was completed by 41.78% of the consenting students. The Adolescent Depression Knowledge Questionnaire (ADKQ) findings suggest that ADAP significantly improved depression knowledge (Est. =1.07, SE =.25, p <.001), compared to those in the control group. ADAP was found to facilitate help-seeking behavior by student report in those participating in the REDCap survey 4 months following the ADAP curriculum.

CONCLUSIONS: Results of the survey suggests that ADAP facilitates help-seeking behaviors in teens. This study supports the efficacy of a teacher delivered school-based universal prevention program, ADAP, on depression literacy.

© 2019, American School Health Association.

Language: en

Keywords

child & adolescent health; curriculum; depression literacy; health communications; mental health; public health