Evaluating the effectiveness of a transdiagnostic universal prevention program for both internalizing and externalizing problems in children: two feasibility studies

• Published in: Child and adolescent psychiatry and mental health 2022-02, Vol.16 (1), p.9-9, Article 9
• Main Authors: Kishida, Kohei, Hida, Noriko, Ishikawa, Shin-Ichi
• Format: Article
• Language: English
• Subjects: Anxiety; Child & adolescent mental health; Child & adolescent psychiatry; Child psychology; Children; Children & youth; Cognitive ability; Core curriculum; Elementary school students; Elementary schools; Externalizing problems; Feasibility studies; Internalizing problems; Intervention; Mental depression; Mental disorders; Mental health; Onsite; Prevention programs; Psychopathology; Risk factors; School boards; Students; Supervision; Teacher education; Teachers; Teenagers; Training; Transdiagnostic; Universal prevention; Workshops
• ISSN: 1753-2000; 1753-2000
• DOI: 10.1186/s13034-022-00445-2

The present study examined the effectiveness of the Universal Unified Prevention Program for Diverse Disorders (Up2-D2) for internalizing and externalizing problems for children aged 9-11 years. We used two feasibility studies. The Up2-D2 entailed 12 sessions delivered by teachers; each session was developed based on cognitive-behavioral and positive psychological interventions. In Studies 1 and 2, 58 elementary school children aged 9-11 and 73 elementary school children aged 10-11 attended the Up2-D2. The teachers in Study 1 received 1.5 h of on-site teacher training for learning rationales for interventions, how to run the program, and received ongoing supervision by professionals with mental health expertise. In contrast, the teachers in Study 2 were given self-learning DVD materials in place of on-site training and ongoing supervision. Mixed models revealed that general difficulties, which is total score of both internalizing and externalizing problems, decreased in Study 1 but not in Study 2. Additional analyses for children with subclinical general difficulties revealed that general difficulties, internalizing problems, and externalizing problems decreased in Study 1, whereas in Study 2, general difficulties and internalizing problems decreased, except for externalizing problems. These results suggest that on-site teacher training and ongoing supervision are imperative for improving general difficulties in children at a universal level. In addition, universal preventive interventions by classroom teachers without on-site training and continuous supervision might be efficacious for reducing general difficulties and internalizing problems for children with subclinical difficulties.