Depression Clinical Trial
Official title:
Applying the Spanish Version of the Unified Protocol for the Transdiagnostic Treatment of Emotional Disorders in Adolescents as a Universal School-based Anxiety and Depression Prevention Program: a Cluster Randomized Controlled-trial
Verified date | November 2017 |
Source | Universidad Nacional de Educación a Distancia |
Contact | n/a |
Is FDA regulated | No |
Health authority | |
Study type | Interventional |
The current study proposes to extend transdiagnostic treatment research to adolescents by establishing initial pre to post-treatment and follow-up outcomes associated with the use of the Spanish Version of the Unified Protocol for the Treatment of Emotional Disorders in Adolescents (UP-A; Ehrenreich-May, Bilek, Buzzella, Kennedy, Mash, & Bennett, 2016) as a universal school-based preventive intervention.
Status | Completed |
Enrollment | 157 |
Est. completion date | July 2017 |
Est. primary completion date | July 2017 |
Accepts healthy volunteers | No |
Gender | All |
Age group | 11 Years to 18 Years |
Eligibility |
Inclusion Criteria: - Providing written, informed consent (both the adolescent and at least one of the parents or legal tutors) - Being able to understand, write and read Spanish Exclusion Criteria: - No other exclusion criteria because of being an universal prevention study |
Country | Name | City | State |
---|---|---|---|
n/a |
Lead Sponsor | Collaborator |
---|---|
Universidad Nacional de Educación a Distancia | Spanish Ministry of Economy, Industry and Competitivenes, Spanish Ministry of Education, Culture and Sport |
Type | Measure | Description | Time frame | Safety issue |
---|---|---|---|---|
Primary | Change in Revised Child Anxiety and Depression Scale—30 (RCADS-30) at pre, post intervention and at 3 months follow-up. | RCADS-30 is a widely-used questionnaire of self-reported anxiety and depressive symptoms in children and adolescents. The scale is comprised of six subscales derived from DSM-IV criteria: social phobia (SOC), generalized anxiety disorder (GAD), obsessive-compulsive disorder (OCD), panic disorder (PD), separation anxiety disorder (SAD), and major depressive disorder (MDD). All subscales except for the MDD can be summed to creat a Total Anxiety Disorder Symptoms Score. Each item is scored from 0 (= Never) to 3 (= Always), with higher scores representing more severe symptoms. | Up to 3 months | |
Primary | Change in Depression Questionnaire for Children [Cuestionario de Depresión para Niños] (CDN) (Sandín, Chorot, & Valiente, 2016) at pre, post intervention and at 3 months follow-up. | The CDN is a 16-item self-report questionnaire designed to assess symptoms of DSM-IV major depressive disorder and dysthymic disorder in children and adolescents. In this study, the two items targeting suicidal ideation were not included because of indications from the school principal and school counseler implicated in the study. The items are rated on a 3-point scale of frequency corresponding to Never or almost never (=0), Sometimes (=1), and Very often (2). The sum of all items provides an overall score with higher scores indicated more elevated depression symptoms. | Up to 3 months | |
Primary | Change in Anxiety Scale for Children [Escala de Ansiedad para Niños] (EAN) (Sandín et al., 2016) at pre, post intervention and at 3 months follow-up. | This 10- item questionnaire targeted to children and adolescents assesses anxiety symptoms during the last few weeks. Participants are instructed to respond to how frequently they have felt or experienced general anxiety symptoms on a four point, Likert-type scale, ranging from 0 (= Never or almost never) to 3 (= A lot of the times or almost always). The sum of all items provides an overall score with higher scores indicating more elevated anxiety symptoms. | Up to 3 months | |
Secondary | Strenghts and Difficulties Questionnaire (SDQ) (Goodman, 1997). | The Spanish version by García and colleagues was used (García et al., 2000). | One week before and one week after after experimental group receives intervention; three months after experimental group finishes intervention and one week after wait-list control group finishes intervention | |
Secondary | Children Positive and Negative Affect Schedule [Escalas PANAS para niños] (PANASN) (Sandín, 2003). | This questionnaire is a downward version for children and adolescents aged 7-17 years of the Positive and Negative Affect Schedule for adults (Watson, Clark, & Tellegen, 1988). | One week before and one week after after experimental group receives intervention; three months after experimental group finishes intervention and one week after wait-list control group finishes intervention | |
Secondary | Childhood Anxiety Sensitivity Index (CASI) (Silverman, Fleisig, Rabian, & Peterson, 1991). | The Spanish version by Sandín and Chorot was applied (Sandín & Chorot, 1997). | One week before and one week after after experimental group receives intervention; three months after experimental group finishes intervention and one week after wait-list control group finishes intervention | |
Secondary | Emotional Avoidance Strategy Inventory for Adolescents (EASI-A) (Kennedy & Ehrenreich-May, 2016). | This measure is an adaptation of an adult measure of emotional avoidance (Fairholme, Ehrenreich-May, Ellard, Boisseau, Farchione, Barlow, 2008). The scale was adapted and translated to Spanish for this study. | One week before and one week after after experimental group receives intervention; three months after experimental group finishes intervention and one week after wait-list control group finishes intervention | |
Secondary | Depression and Anxiety Interference Scale for children [Escala de Interferencia de Depresión y Ansiedad en Niños] (EIDAN) (García-Escalera, Sandín, Chorot, & Valiente, 2017). | This scale measuring Depression and Anxiety Interference was created for this study. | One week before and one week after after experimental group receives intervention; three months after experimental group finishes intervention and one week after wait-list control group finishes intervention | |
Secondary | Rosenberg Self-Esteem Scale (RSES) (Rosenberg, 1965) | The Spanish adaptation by Chorot y Navas (1995; en Sandín, 2008) was used. | One week before and one week after after experimental group receives intervention; three months after experimental group finishes intervention and one week after wait-list control group finishes intervention | |
Secondary | Satisfacion With Life Scale for Children (SWLS-C) (Sandín, Chorot, & Valiente, 2015). | This measure is an adaptation for children and adolescents of an adult measure of satisfaction with life (SWLS) (Diener, Emmons, Larsen, & Griffin, 1985). | One week before and one week after after experimental group receives intervention; three months after experimental group finishes intervention and one week after wait-list control group finishes intervention | |
Secondary | Kidscreen-10 (KIDSCREEN Group, 2006) | The Spanish official version by the KIDSCREEN Group was used to measure quality of life (KIDSCREEN Group, 2006) | One week before and one week after after experimental group receives intervention; three months after experimental group finishes intervention and one week after wait-list control group finishes intervention | |
Secondary | Schoool Adjustment Brief Scale [Escala Breve de Ajuste escolar] (EBAE-10) (Moral, Sánchez-Sosa, & Villarreal, 2010). | One week before and one week after after experimental group receives intervention; three months after experimental group finishes intervention and one week after wait-list control group finishes intervention | ||
Secondary | General Indiscipline Scale [Escala de Indisciplina General] (IG) | Adapted from Martín and colleagues' questionnaire (Martín, Pros, Busquets, & Muntada, 2012) | One week before and one week after after experimental group receives intervention; three months after experimental group finishes intervention and one week after wait-list control group finishes intervention | |
Secondary | Socio-Demographic Information Questionnaire | One week before and one week after after experimental group receives intervention; three months after experimental group finishes intervention and one week after wait-list control group finishes intervention | ||
Secondary | End of Program Questionnaire | One week before and one week after after experimental group receives intervention; three months after experimental group finishes intervention and one week after wait-list control group finishes intervention |
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