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The UK Resilience Programme: a school-based universal nonrandomized pragmatic controlled trial.

Amy R Challen¹, Stephen J Machin¹, Jane E Gillham²

¹Centre for Economic Performance, London School of Economics.

Journal of Consulting and Clinical Psychology

|November 20, 2013

Summary

The UK Resilience Programme (UKRP) showed small, short-term reductions in depressive symptoms for 11-12-year-old students. The cognitive behavioral intervention did not significantly impact anxiety or behavior long-term.

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Area of Science:

Child and Adolescent Psychology
Educational Psychology
Mental Health Interventions

Background:

Depressive symptoms are a significant concern in school-aged children.
Cognitive behavioral interventions show promise for addressing mental health in youth.
The UK Resilience Programme (UKRP) was adapted from the Penn Resiliency Program.

Purpose of the Study:

To evaluate the effectiveness of the UK Resilience Programme (UKRP) in reducing depressive symptoms in mainstream English school students.
To assess the intervention's impact on associated outcomes, including anxiety and behavior.
To determine the short-term and long-term effects of the UKRP.

Main Methods:

An 18-hour cognitive behavioral group intervention (UKRP) was delivered to 2,844 students aged 11-12 across 16 schools.
Classes were randomly assigned to either the UKRP intervention or a control group receiving usual school provision.
Outcomes including depressive symptoms, anxiety, and behavior were measured at baseline, post-intervention, and at 1- and 2-year follow-ups.

Main Results:

A small, statistically significant reduction in depressive symptoms was observed immediately post-intervention (p = .034).
This effect on depressive symptoms did not persist at the 1-year or 2-year follow-ups.
No significant impacts on anxiety symptoms or behavior were found at any measurement point.

Conclusions:

The UK Resilience Programme (UKRP) demonstrated limited short-term effectiveness for depressive symptoms and no significant impact on anxiety or behavior.
Findings suggest that implementation by regular school staff may attenuate intervention effects.
Implications for policy and future dissemination strategies of school-based mental health programs are discussed.