Interventions to build resilience among young people A literature review

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(SMY) on: (1) selfesteem, (2) proactive coping and (3) social connectedness among ethnically/racially diverse SMY focused on exploring shared experiences among SMY in a safe, supportive environment that promoted effective problem solving and proactive coping skills. 13–20 years 50% 17–18 years 99% lesbian 46% white, Hispanic acceptability and satisfaction Challen et al. (2014) UK To assess the effectiveness of an 18- hour cognitive behavioural therapy group intervention in reducing depressive symptoms (and associated outcomes) in a universal sample of students in 16 mainstream schools in England. Comparative study but intervention assignment was not random, it was conditional on class membership, arbitrary and largely unrelated to student characteristics. UK Resilience Programme (UKRP) based on Penn Resiliency Program (PRP) for Children and Adolescents. PRP teaches cognitive-behavioural and social problem solving skills. PRP also teaches techniques for positive social behaviour, assertiveness, negotiation, decision making and relaxation. The UKRP is the 18-hour UK implementation of PRP, with minor changes in examples and adaptation made for vocabulary. Frequency and duration of sessions varied from school to school (e.g. weekly or fortnightly for 50–100 minute sessions). 2844 49% female 67% white 11–12 years Children’s Depression Inventory Revised Children’s Manifest Anxiety Scale Child-reported Strengths and Difficulties Questionnaire At post-intervention UKRP reported lower levels of depressive symptoms than control group student but the effect was small and did not persist to 1-year or 2- year follow-ups. There was no significant impact on symptoms of anxiety or behaviour at any point. III-2 Kindt et al. (2014) Netherlands To test the effectiveness of the depression prevention program, ‘Op Volle Kracht’ (OVK), an adaption of the Penn Resiliency Program (PRP), among a potential high-risk group of adolescents from low- RCT OVK is an adapted version of the US Penn Resiliency Program (PRP), with important cultural and contentrelated modifications to make the program suitable for Dutch teenagers. Delivered in 16 weekly lessons during school hours by their mentors/teachers who received 4 N = 1,343 – 666 experimental and 676 control (school as usual) 11–16 years M = 13.4 years 52% girls 52% ethnic Depression symptoms Parent psychopathology No main effect of the program on depressive symptoms at 1-year follow-up. Adolescents who had parents with psychopathology and received the OVK program had less depressive symptoms compared to adolescents with parents with psychopathology in the control condition. Sample did not meet the characteristics of II Interventions to build resilience among young people: a literature review 58
income areas in the Netherlands. days of training from the research team. minority 5.9% parental psychopathology a high-risk selective group for depressive symptoms. Therefore, no firm conclusions can be drawn about the selective potential of the OVK depression prevention program. Future research should focus on high-risk participants, such as children of parents with psychopathology. Cutuli et al. (2013) US **Secondary analysis To examine the effects of PRP on behaviour problems and internalising symptoms as reported by adolescents, their parents and teachers in a large longitudinal evaluation (Gillham et al., 2007) 3-arm RCT: PRP, Penn Enhancement Program (PEP), and control group. Adolescent, parents and teachers were assessed pre-intervention, 2 weeks post-intervention and at 6- month intervals for 3 years. PRP provided cognitive behavioural group intervention once per week for 12 weeks. PRP sessions involved discussions, skill training and role plays in the classroom setting, and homework to reinforce the program content. 697 75% Caucasian 54% male 6th, 7th and 8th graders Internalising symptoms (somatic complaints, social withdrawal, symptoms of anxiety and depression) Externalising symptoms (aggressive & delinquent behaviours) Youth Self Report Form Child Behaviour Checklist (parents) Relative to no intervention control, PRP reduced parent-reports of adolescents’ internalising symptoms beginning at the first assessment after the intervention and persisting for most of the follow-up assessments. PRP also reduced parent-reported conduct problems relative to nointervention. There was no evidence that the PRP program produced an effect on teacheror self-report of adolescents’ symptoms. Overall, PRP did not reduce symptoms relative to the alternate intervention (PEP), although there is a suggestion of a delayed effect for conduct problems. II Teacher report form Wijnhoven et al. (2014) Netherlands To examine the effectiveness of the Cognitive Behavioural Therapy (CBT) component of the depression prevention program OVK (as above) among Dutch adolescent RCT pre-post intervention See above for description of OVK. Delivered in 8 x 50 mins weekly CBT lessons plus homework. 102 adolescents - 50 experimental, 52 control 100% female all in first or second year of secondary Depression symptoms Decrease in depressive symptoms was significantly larger for girls in the experimental group compared to the girls in the control group. At 6-months follow-up, the girls in the experimental group had significantly lower levels of depressive symptoms compared to the girls in the control II Interventions to build resilience among young people: a literature review 59
Page 1 and 2:
Interventions to build resilience a
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Contents Executive summary ........
Page 5 and 6:
Tables NHMRC levels of evidence ...
Page 7 and 8:
cognitive behaviour therapy (CBT)-b
Page 9 and 10: Background Resilience refers to the
Page 11 and 12: We considered resilience as an outc
Page 13 and 14: and analysed independently by two r
Page 15 and 16: Attachment and Bio-behavioral Catch
Page 17 and 18: attribution of positive results to
Page 19 and 20: Program for Accelerated Thriving an
Page 21 and 22: Compared with a control group, OVK
Page 23 and 24: while universal prevention overlaps
Page 25 and 26: Reviews of interventions for the pr
Page 27 and 28: study, showed beneficial effects in
Page 29 and 30: ased interventions for emotional di
Page 31 and 32: studies of resilience-specific inte
Page 33 and 34: disorders and aggression and violen
Page 35 and 36: In their review of Australian schoo
Page 37 and 38: References Ager, A 2013, 'Annual Re
Page 39 and 40: Christensen, H, Calear, A, Tait, R,
Page 41 and 42: Gates, S, McCambridge, J, Smith, LA
Page 43 and 44: Limbos, MA, Chan, LS, Warf, C, Schn
Page 45 and 46: Polk, LV 2000, Development and vali
Page 47 and 48: Thomas, RE, Lorenzetti, DL & Spragi
Page 49 and 50: Appendix A NHMRC levels of evidence
Page 51 and 52: 10. Was the likelihood of publicati
Page 53 and 54: Figure 2: PRISMA flow diagram for i
Page 55 and 56: Author/ year Topic of review No.
Page 57 and 58: Author/ year Topic of review No.
Page 59: Table 2: Primary studies that use t
Page 63 and 64: teaching adaptive explanatory style
Page 65 and 66: esiliency training designed to enha
Page 67 and 68: A alone. No intervention effects o
Page 69 and 70: esilience reported by a group of Gr
Page 71 and 72: and after participation in the prog
Page 73 and 74: participation in a dance/drama comp
Page 75 and 76: Common discomforts and complication
Page 77 and 78: Table 3: Description of resilience-
Page 79 and 80: Measure Constructs/Subscales and no
Page 85 and 86: Condly (2006) Gillham & Reivich (20
Page 87 and 88: Zolkoski & Bullock (2012) Resilienc
Page 89 and 90: Author/ year et al. (2010) Calear &
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Author/ year Topic of review Type
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Author/ year Rodriguez et al. (2014
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Victorian Health Promotion Foundati
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