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An evaluation of school-based cognit...

Phillips, Jane Harakal.

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An evaluation of school-based cognitive-behavioral social skills training groups with adolescents at risk for depression.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An evaluation of school-based cognitive-behavioral social skills training groups with adolescents at risk for depression./
作者:	Phillips, Jane Harakal.
面頁冊數:	150 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2768.
Contained By:	Dissertation Abstracts International65-07A.
標題:	Social Work. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3138791
ISBN:	0496859439

An evaluation of school-based cognitive-behavioral social skills training groups with adolescents at risk for depression.
Phillips, Jane Harakal.

An evaluation of school-based cognitive-behavioral social skills training groups with adolescents at risk for depression. - 150 p.

Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2768.

Thesis (Ph.D.)--The University of Texas at Arlington, 2004.

This study evaluated the effectiveness of a cognitive-behavioral social skills training group with adolescents at risk for depression in an alternative school in Arlington, Texas. The majority of research on depressed adolescents, to date, has occurred in clinic or community settings with white, middle-class teens. The present study explored the effectiveness of a cognitive-behavioral intervention with teens who were at-risk for dropping out of school, including low-income and minority group teens.

ISBN: 0496859439Subjects--Topical Terms:

617587
Social Work.

An evaluation of school-based cognitive-behavioral social skills training groups with adolescents at risk for depression.
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520 $a This study evaluated the effectiveness of a cognitive-behavioral social skills training group with adolescents at risk for depression in an alternative school in Arlington, Texas. The majority of research on depressed adolescents, to date, has occurred in clinic or community settings with white, middle-class teens. The present study explored the effectiveness of a cognitive-behavioral intervention with teens who were at-risk for dropping out of school, including low-income and minority group teens.
520 $a Sixty-four students participated in the study that employed an experimental pretest, posttest design. The school social work staff screened students, and those who met the criteria for depression, based on Beck Depression Inventory (BDI) scores, were randomly assigned to the treatment group or a waiting-list control group. The treatment group consisted of 33 students who took part in a six-session cognitive-behavioral group intervention. Thirty-one students were assigned to the waiting list control condition. The research hypothesis stated that posttest scores on the BDI will be lower for students who have participated in a school-based cognitive-behavioral intervention than those in a waiting-list control group. Specifically, students in the treatment group will have BDI scores less than 10, following the intervention. Data for subgroups of students were examined and analyzed using descriptive statistics, univariate analysis of variance (ANOVA), analysis of covariance (ANCOVA) and Pearson's R. The research hypothesis was partially supported and differences between subgroups were addressed. There were statistically significant differences between BDI posttest scores for students who were in the intervention group and those who were in the waiting-list control group. Implications for future social work practice and research were addressed.
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