期刊
CLINICAL PSYCHOLOGICAL SCIENCE
卷 3, 期 5, 页码 726-743出版社
SAGE PUBLICATIONS INC
DOI: 10.1177/2167702614548317
关键词
cognitive theories of depression; implicit theories; universal prevention; developmental psychopathology; psychological interventions
资金
- Thrive Foundation for Youth
- Spencer Foundation
- Raikes Foundation
The transition to high school coincides with an increase in the prevalence of depressive symptoms. Could this be due in part to increasing beliefs about the fixedness of personal traits at a time of frequent social setbacks? And could teaching adolescents that people can change help prevent the increase in depressive symptoms? A longitudinal intervention experiment involved three independent samples of students entering high school (N = 599). A brief selfadministered reading and writing activity taught an incremental theory of personality-the belief that people's socially relevant characteristics have the potential to change. The intervention reduced the incidence of clinically significant levels of self-reported depressive symptoms 9 months postintervention by nearly 40% among adolescents assigned to the intervention condition, compared with control participants. Analyses of symptom clusters, measures of selfesteem, and measures of natural language use explored the outcomes that did and did not show treatment effects. Moderation analyses confirmed theoretical expectations. Among adolescents assigned to the control condition, those who endorsed more of an entity theory of personality-believing people cannot change-showed greater increases in depressive symptoms during the year. The effect of this risk factor was eliminated by the intervention.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据