Mediating Effects of an Indicated Prevention Program for Reducing Youth Depression and Suicide Risk Behaviors

Abstract

This study explored the intervention processes of an indicated prevention program for high‐risk youth. It was hypothesized that intervention effects would be influenced by the direct and mediating effects of teacher social support on both peer group support and perceived personal control. In turn, personal control was hypothesized to mediate between teacher and peer group support, contributing to reductions in depression and suicide risk behaviors. The hypotheses were tested using a three‐wave, longitudinal design incorporating data from preintervention, 5‐month follow‐up, and 10‐month follow‐up assessments of 106 high‐risk youth divided into three comparison groups: two experimental, one control. For the two intervention groups, there were direct and/or indirect effects of teacher and peer group support on personal control, depression, and suicide risk behaviors. The general hypothesis that personal control mediates between support resources and reductions in depression and suicide risk behaviors received partial support across the study groups.