A combined cognitive-behavioral family education intervention for depression in children: A treatment development study

Joan Rosenbaum Asarnow; Cynthia V. Scott; Jim Mintz

doi:10.1023/A:1014573803928

A combined cognitive-behavioral family education intervention for depression in children: A treatment development study

Joan Rosenbaum Asarnow, Cynthia V. Scott, Jim Mintz

Research output: Contribution to journal › Article › peer-review

82 Scopus citations

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.

Original language	English (US)
Pages (from-to)	221-229
Number of pages	9
Journal	Cognitive Therapy and Research
Volume	26
Issue number	2
DOIs	https://doi.org/10.1023/A:1014573803928
State	Published - Apr 1 2002
Externally published	Yes

Keywords

children
cognitive-behavioral
depression
family

ASJC Scopus subject areas

Experimental and Cognitive Psychology
Clinical Psychology

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