The Effect of Two School-based Intervention Programs on Depressive Symptoms in Preadolescents

Abstract

Fifty-six fifth- and sixth-grade children, manifesting depressive symptoms as judged by teachers and in response to a self-report Depression Battery were assigned to one of the following 10-week intervention conditions: Role Play (treatment), Cognitive Restructuring (treatment), Attention Placebo, or Control. Both quantitative and qualitative improvements were observed for several children in the Role Play and Cognitive Restructuring treatments, though the gain was more dramatic in Role Play.