Problem Solving for Life

OVERVIEW

The Problem Solving for Life (PSFL) program is designed to prevent adolescent depression with teacher-implemented classroom-based sessions. The program targets adolescents in eighth grade. PSFL uses two approaches to target adolescent depression: cognitive restructuring and problem-solving skills. An evaluation of PSFL, in which 8 schools were randomly assigned to deliver PSFL and were control schools found significant decreases in depressive symptoms and increases in life problem-solving skills for adolescents at high-risk for depression. Similar but smaller impacts were found for low-risk adolescents. These results, however, were not found at the 12-month follow-up.

DESCRIPTION OF PROGRAM

Target population: Adolescents in eighth grade.

Problem Solving for Life (PSFL) is a teacher-implemented classroom-based intervention to prevent adolescent depression among adolescents. The program is given over the course of a school term and consists of 8 sessions lasting approximately 45 min.  The sessions are given once a week and utilize two approaches: cognitive restructuring and problem-solving skills. The cognitive approach of the PSFL teaches participants how to identify their thoughts and feelings. The participants are taught how to challenge irrational thoughts they may have.  The problem-solving skills approach includes development of a positive orientation to problem solving. The program uses materials such as overheads, background notes, handouts, cartoons, and puzzles.

Teachers implementing the PSFL program are provided with a 6-hour training day that covers the program and implementation techniques.

EVALUATION(S) OF PROGRAM

Evaluated population: 1,500 eighth grade students who were 12 to 14 years old located in Australia. Participants were from 16 urban coeducational schools. 

Approach: 8 schools were randomly selected to participate in the Problem Solving for Life Program and 8 schools were randomly assigned to a control condition. In total, 751 students were given PSFL program, and there were 749 students in the control schools.. The average age of participants was 12.9 in the program condition and 12.9 in the control condition. Students were from both public and private schools.

The researchers measured depressive symptoms using the Beck Depression Inventory, and 4 questions developed to reflect DSM-IV criteria for depression were used to test for dsthymia, with students who responded positively to symptoms of sadness or irritability being classified as high-risk for depression. To measure anxiety disorders, the researchers used the Anxiety Disorders Interview Schedule for Children. Episodes of depression were tracked using the Longitudinal Follow-Up Evaluation and the Youth Self-Report Form of the Child Behavior Checklist was used to measure general psychopathology. The researchers also measured social functioning using the Child and Adolescent Social and Adaptive Functioning Scale and the Social Problem-Solving Inventory was used to assess problem-solving skills. Attributional style and negative life events were measured using the Children’s Attributional Style Questionnaire and the Life Events Record. Finally, the Family Conflict subscale of the Colorado Self-Report of Family Functioning Inventory was used to assess family conflict. The researchers also collected teacher and student evaluations. The researchers analyzed data for the whole sample and by at-risk status.

Results: Results of the study indicate that PSFL reduced depressive symptoms for high-risk PSFL participants based on pre-intervention scores on the beck Depression Inventory. Further, high-risk students in PSFL were more likely post intervention to not be high-risk at post-test than high-risk students in the control group. Similar but muted results on depression were found for low-risk students. On measures of problem solving, students in the PSFL group showed greater improvements than students in control group schools, though problem-solving skills for high-risk students were still well below those low-risk students.

No significant long-term effects for depression were found, however, among the 71% of the sample assessed after twelve months, specifically. At the 12-month follow-up, PSFL and control participants did not differ on measures of depression at the 12-month follow-up.

SOURCES FOR MORE INFORMATION

References

Spence, S.H., Sheffield, J.K., and Donovan, C.L. (2003). Preventing adolescent depression: An evaluation of the Problem Solving for Life Program. Journal of Counseling and Clinical Psychology, 71(1), 3-13.

Program categorized in this guide according to the following:

Evaluated participant ages: 12-14, eighth grade/ Program age ranges in the Guide: 12-14

Program components: school-based

Measured outcomes: mental health; life skills

Program information last updated 08/10/04.

© Child Trends 2004