Abstract
This study evaluates the acceptability and efficacy of a combined cognitive–behavioral family education intervention for fourth through sixth graders reporting depressive symptoms. When compared to a wait list control group, children receiving the intervention were more likely to show improvements in depressive symptoms, reductions in negative automatic thoughts, and less internalizing coping. Children and their parents reported high satisfaction with the intervention. All of the parents rated the family education component as useful, and 60% indicated that despite its brevity more sessions were not needed. Results provide preliminary support for the efficacy of the intervention and suggest that brief family interventions are acceptable and feasible.
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Asarnow, J.R., Scott, C.V. & Mintz, J. A Combined Cognitive–Behavioral Family Education Intervention for Depression in Children: A Treatment Development Study. Cognitive Therapy and Research 26, 221–229 (2002). https://doi.org/10.1023/A:1014573803928
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DOI: https://doi.org/10.1023/A:1014573803928