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Developing the universal unified prevention program for diverse disorders for school-aged children.

Shin-Ichi Ishikawa1, Kohei Kishida2,3, Takuya Oka4

  • 11Faculty of Psychology, Doshisha University, 1-3 Tatara Miyakodani, Kyotanabe, Kyoto 610-0394 Japan.

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Summary

A new school-based program, the Universal Unified Prevention Program for Diverse Disorders (Up2-D2), was developed and found to be acceptable and feasible. Teachers successfully implemented this cognitive-behavioral intervention, showing positive results in students.

Keywords:
ChildrenCognitive-behavioral therapySchoolTransdiagnosticUniversal prevention

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Area of Science:

  • Child and Adolescent Psychology
  • Educational Psychology
  • Mental Health Prevention

Background:

  • Childhood and adolescent psychological problems are common, often co-occur, and cause significant social burden.
  • School-based universal prevention offers a promising strategy to address these widespread mental health challenges.
  • Early intervention in schools is crucial for mitigating long-term negative impacts of psychological distress.

Purpose of the Study:

  • To develop a novel, transdiagnostic cognitive-behavioral universal prevention program named the Universal Unified Prevention Program for Diverse Disorders (Up2-D2).
  • To evaluate the acceptability and implementation fidelity of the Up2-D2 program in a real-world school setting.

Main Methods:

  • The Up2-D2 program was delivered by classroom teachers following a 1-day training workshop.
  • Student acceptability was assessed through questionnaires measuring enjoyment, comprehension, applicability, and self-efficacy (n=213, ages 9-12).
  • Implementation fidelity was evaluated by research assistants reviewing randomly selected audio recordings of program sessions.

Main Results:

  • The Up2-D2 program was rated as highly enjoyable, understandable, and applicable by students.
  • Student self-efficacy showed a positive trend of increasing across the 12 program sessions.
  • Sufficient implementation fidelity (76.2%) was achieved, considering the brief teacher training duration.

Conclusions:

  • The Up2-D2 program demonstrated feasibility for real-world school implementation when delivered by classroom teachers.
  • Findings support the use of universal prevention strategies, informed by implementation science and user-centered design, for addressing youth mental health.
  • The study highlights practical considerations for integrating mental health interventions into school curricula.