Multi-tiered Systems of Support for School-Based Mental Health: A Systematic Review of Depression Interventions

Despite the prevalence and negative consequences of depressive disorders among youth, as well as the need for schools to adopt and implement a continuum of mental health services to address depressive disorders, school mental health providers receive very limited guidance in the selection and applic...

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Bibliographic Details
Published in:School mental health 2019-06, Vol.11 (2), p.240-264
Main Authors: Arora, Prerna G., Collins, Tai A., Dart, Evan H., Hernández, Stephanie, Fetterman, Hallie, Doll, Beth
Format: Article
Language:English
Subjects:
Adults
At Risk Students
Behavioral Science and Psychology
Boolean
Child and School Psychology
Clinical Psychology
Depression (Psychology)
Developmental Psychology
Drug Use
Education
Educational Environment
Environmental Influences
Evidence Based Practice
Health Needs
Interpersonal Relationship
Intervention
Keywords
Mental depression
Mental health
Mental Health Programs
Outcome Measures
Performance evaluation
Physical Health
Positive Behavior Supports
Prevention
Program Implementation
Programming
Psychology
Resistance (Psychology)
Review Paper
School Health Services
School Psychologists
School Social Workers
Schools
Systematic review
Teaching Methods
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Summary:Despite the prevalence and negative consequences of depressive disorders among youth, as well as the need for schools to adopt and implement a continuum of mental health services to address depressive disorders, school mental health providers receive very limited guidance in the selection and application of appropriate evidence-based depression prevention and intervention programs for use within a school-based multi-tiered system of support (MTSS). With the goal of supporting school-based mental health providers in the delivery of evidence-based practices targeting depressive symptoms among youth within a MTSS framework, the following study sought to conduct a critical review of the existing school-based prevention and intervention programming for depressive disorders for youth. A systematic, four-stage review was performed from which 119 studies examining 57 unique programs were identified. A review of the studies, including presentation of various participant (e.g., age, grade, ethnicity), study (e.g., control group, randomization), and program (e.g., primary focus, findings, MTSS tier) characteristics, is included. Implementation considerations review and future directions for research are discussed.
ISSN:1866-2625
1866-2633
DOI:10.1007/s12310-019-09314-4