TEACHING COPING SKILLS TO DEPRESSED ADOLESCENTS IN HIGH-SCHOOL SETTINGS

The prevalence of depressive symptoms in Year 10 students in two metro politan high schools, and the implication of a short-term, school-base d group intervention to assist students in coping with depression are described. A total of 260 students were screened using a multistage, m ultimethod procedure that resulted in 16% and 20% of students in each school meeting criteria for depression. Nine students identified as de pressed from one school formed an initial treatment group and a matche d wait-list control group was formed from students in the second schoo l. Dependent measures included self-report measures of depression and self-concept, teacher ratings of classroom participation and demeanour , and school records of academic performance and absenteeism. Clinical improvements that maintained were noted for just over half of those i n the initial treatment group, whereas no such changes occurred in the control group. Differences at follow-up were statistically significan t, although not immediately posttreatment. Some improvements were also recorded for participation and demeanour in class. A subsequent, less intensive intervention with 12 students with more severe depressive s ymptoms from the second school was less effective. The results are dis cussed in relation to variations in delivery of the intervention progr am, and the severity and nature of problems experienced by the student s who participated in each intervention.