An interventional study of Group-based therapy in Depressive Symptoms, sponsored by Oregon Research Institute. Completed at 1 site in United States. Open to participants aged 18 Years to 28 Years, including healthy volunteers. Per ClinicalTrials.gov, last updated 2020-09-16.
Sponsored by Oregon Research Institute · Not applicable, Interventional, and Treatment
The purpose of this study is to compare the effectiveness of two depression prevention programs and a control brochure for college students. Participants may experience reductions in depressive symptoms and prevention of future depression.
8,059 studies on the registry are indexed under Depression; 1,643 are open to participants now.
This study's enrollment of 91 is close to the median of 84 across 6,722 interventional studies indexed under Depression.
Browse Depression studies →Oregon Research Institute is the lead sponsor of 70 studies on the registry; 5 are open to participants now.
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Exclusion Criteria:
Each of the 6 weekly 1-hour sessions begins with a voluntary commitment to actively participate and to try something new in the upcoming week; includes a section devoted to selecting and publicly committing to one change focused on reducing negative/increasing positive cognitions and one change focused on increasing pleasant activities; and ends with home practice assignments. Additional exercises designed to increase dissonance induction include (a) group discussions for changing conditions, (b) roleplays to generate quick comebacks to written negative thoughts provided by other group members, (c) in-session writing exercises on the benefits of doing fun activities, (d) discussion of methods for creating internal and external accountability for positive change, (e) home practice assignment of engaging in actions to help someone else' mood, (f) writing a letter to my future self about positive intentions, and (g) providing positive feedback to other group members at the last session.
Behavioral: Group-based therapy
The 6 weekly 1-hour sessions begin with a review of concepts and (after Session 1) review of past home practice assignments; all sessions conclude with home practice assignments. Each session has a portion devoted to thought identification/recording and cognitive restructuring and a portion devoted to increased involvement in pleasant activities. We use motivational enhancement exercises to maximize willingness to use the new skills, behavioral techniques to reinforce use of the new skills, and group activities to foster feelings of group cohesion.
Behavioral: Group-based therapy
NIMH brochure that describes major depression and recommends treatment for depressed youth ("Let's Talk About Depression" NIH Pub. 01-4162), as well as information about local treatment options.
Behavioral: Group-based therapy
College students with depressive symptoms will be randomized to one of three conditions: 1) a cognitive behavioral prevention intervention, 2) a cognitive behavioral prevention intervention with counter-attitudinal elements or 3) an educational brochure control. We will test if the additional of counter attitudinal elements produces intervention effects when delivered to participants with sub threshold depressive symptoms.
Change from baseline Depressive Disorder Diagnostic using the Kiddie Schedule for Affective Disorders and Schizophrenia at 6 weeks, 3 months and 6 months
Evaluate change (if any) by using the Kiddie Schedule for Affective Disorders and Schizophrenia at the 6 week, 3 month and 6 month marks.
Time frame: Measured at baseline, 6 weeks, 3 months and 6 months
Difference in attendance in Change Ahead vs Blues Program groups using group leader notes
Evaluate difference (if any) in attendance in Change Ahead vs Blues Program group therapies by using group leader notes.
Time frame: Measured at each group therapy session (6 weeks in total).
Difference in future onset of Major Depressive Disorder using the Kiddie Schedule for Affective Disorders and Schizophrenia
Evaluate difference (if any) in the future onset of Major Depressive Disorder at 3 months and 6 months.
Time frame: Measured at baseline, 6 weeks, 3 months and 6 months.
Activity level
Evaluate the participants activity levels using Ecological Momentary Assessments (EMAs).
Time frame: Measured at baseline, weeks 2,4 and 6.
Emotions
Evaluate the participants emotions using Ecological Momentary Assessments (EMAs).
Time frame: Measured at baseline, weeks 2,4 and 6.
Positive and negative thoughts
Evaluate the participants positive and negative thoughts using Ecological Momentary Assessments (EMAs).
Time frame: Measured at baseline, weeks 2,4 and 6.
Assessments using writing samples
Evaluate difference (if any) in social and academic problem solving skills and thoughts of the future.
Time frame: Measured at baseline and 6 weeks
Depression and anxiety symptoms using the PHQ-9
Evaluate difference (if any) in self-reported depression and anxiety symptoms
Time frame: Measured at baseline, 6 weeks, 3 months and 6 months
Depression and anxiety symptoms using the GAD-7
Evaluate difference (if any) in self-reported depression and anxiety symptoms
Time frame: Measured at baseline, 6 weeks, 3 months and 6 months
Social adjustment in school, work, peer, spare time, and family domains
Evaluate difference (if any) in self-reported social adjustment using 17 items adapted from Social Adjustment Scale-Self Report for Youth (Weissman, Orvaschel, \& Padian, 1980)
Time frame: Measured at baseline, 6 weeks, 3 months and 6 months
Negative life events
Evaluate difference (if any) in self-reported negative life events
Time frame: Measured at baseline
Health care utilization
Evaluate difference (if any) in self-reported utilization of health care services for physical health problems/injuries, mental health problems, and other personal problems.
Time frame: Measured at baseline, 6 weeks, 3 months and 6 months
Negative automatic thoughts
Evaluate difference (if any) in self-reported negative automatic cognition using 12 items from the Automatic Thoughts Questionnaire (ATQ; Hollon \& Kendall, 1980)
Time frame: Measured at baseline, 6 weeks, 3 months and 6 months
Negative attributional style
Evaluate difference (if any) in self-reported negative attributional style
Time frame: Measured at baseline, 6 weeks, 3 months and 6 months
Substance use
Evaluate difference (in any) in self-reported substance use using 10 items from Stice, Barrera and Chassin (1998). Participants report the frequency of intake of beer/wine/wine coolers and hard liquor, frequency of heavy drinking (5 or more drinks in a row), frequency of times drunk, and frequency of marijuana, stimulants, downers, inhalants, and hallucinogen use.
Time frame: Measured at baseline (in intake screener), 6 weeks, 3 months and 6 months
This study is completed, as verified in Sep 2020. You cannot join it, but the record below documents what was studied.
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Oregon Research Institute