Developing the universal unified prevention program for diverse disorders for school-aged children

Child and Adolescent Psychiatry and Mental Health

Hiroki Sasamori¹  Norio Watanabe²  Yoko Kamio³  Aya Saito³  Takuya Oka³  Sakie Shimotsu⁴  Shin-ichi Ishikawa⁵  Kohei Kishida⁶ 

[1] Center for Promoting Education for Persons with Developmental Disabilities, National Institute of Special Needs Education;Department of Health Promotion and Human Behavior, Department of Clinical Epidemiology, Kyoto University Graduate School of Medicine/School of Public Health;Department of Preventive Intervention for Psychiatric Disorders, National Institute of Mental Health, National Center of Neurology and Psychiatry;Faculty of Human Development and Education, Kyoto Women’s University;Faculty of Psychology, Doshisha University;Graduate School of Psychology, Doshisha University;

关键词: Cognitive-behavioral therapy;    Universal prevention;    Transdiagnostic;    School;    Children;   

DOI  :  10.1186/s13034-019-0303-2

来源: DOAJ

【 摘 要 】

Abstract Background Psychological problems during childhood and adolescence are highly prevalent, frequently comorbid, and incur severe social burden. A school-based universal prevention approach is one avenue to address these issues. Objective The first aim of this study was the development of a novel, transdiagnostic cognitive-behavioral universal prevention program: The Universal Unified Prevention Program for Diverse Disorders (Up2-D2). The second aim of this study was to examine the acceptability and fidelity of the Up2-D2. Methods Classroom teachers who attended a 1-day workshop implemented the Up2-D2 independently as a part of their regular curricula. To assess the acceptability of the Up2-D2, 213 children (111 boys and 102 girls) aged 9–12 years completed questionnaires about their enjoyment, comprehension, attainment, applicability, and self-efficacy after completing Lessons 1–12. For fidelity, research assistants independently evaluated audio files that were randomly selected and assigned (27.3%). Results Our preliminary evaluation revealed the program was highly enjoyable, clear, and applicable for students. In addition, self-efficacy demonstrated a trend of gradually increasing over the 12 sessions. The total fidelity observed in the two schools was sufficient (76.2%), given the length of the teacher training. Conclusions The results of this study supported the theory that the Up2-D2 could be feasible in real-world school settings when classroom teachers implement the program. We discussed current research and practical issues of using universal prevention to address mental health problems in school, based on implementation science for user-centered design.

【 授权许可】

Unknown