Current research
The current focus of the Health Psychology Unit is on psycho-education for adolescents aged between 15 and 18 years for the prevention and treatment of various mental health problems. In 2005 we are conducting and evaluating four programs, which are run at various intervals throughout the school year.
Project 1: "Taking Charge" - Management of Stress, Anxiety and Depression.
Program Description:
The "Taking Charge" program aims to teach students practical strategies to take control over upsetting emotions and challenging life experiences. The program is run in a group format for 5-10 adolescents over eight weekly 90 minute sessions. The program is based on cognitive-behavioural therapy principles and includes information (on anxiety, depression and stress), problem-solving, thought monitoring, education about cognitive errors and "should" statements, thought challenging, reality testing of unhelpful thoughts/beliefs, pleasant events scheduling, controlled breathing, assertiveness and communication training, identification and challenging of core beliefs and self-esteem boosting. This program is run at the Health Psychology Unit, UTS (based at Royal North Shore Hospital) and in local high schools for selected students.
Evaluation Procedure:
Students are evaluated at pre and post intervention and at 3 months post intervention using a clinical interview and a battery of questionnaires. Comparison data comes from wait-list controls assessed at the same time periods. Students are non-randomly allocated to wait-list or intervention groups.
Project 2: HSC Stress Management Program
Program Description:
The HSC Stress program runs for four weekly 90 minute sessions and aims to teach students skills to deal with the stresses of doing the HSC. The program targets students who are having difficulties dealing with Year 11 or Year 12. The skills taught in the program are based on cognitive-behavioural principles and include: identifying stress responses and triggers, identifying and challenging stress-producing self-talk, behavioural strategies for dealing with the stress response, achieving academic and social life balance, dealing with procrastination, relaxation techniques, and goal setting. The program is run at the Health Psychology Unit, UTS (based at Royal North Shore Hospital) and in local high schools for selected students.
Evaluation Procedure:
Students complete a battery of questionnaires pre and post intervention. Comparison data comes from wait-list controls assessed at the same time periods. Students are non-randomly allocated to wait-list or intervention groups.
Project 3: HSC Stress Psycho-Education Talks
Program Description:
In addition to the more extended programs, the unit also provides one-off psycho-educational talks to Year 12 students at local high schools. These talks provide information about anxiety and stress responses, and how these can be managed when dealing with the stress of HSC assessment tasks and exams.
Evaluation Procedure:
We are attempting to evaluate the success of these brief talks in modifying the strategies that students use to manage anxiety and stress in the context of the HSC. We are also collecting data about the strategies students typically use to reduce stress and the problems and negative expectations that they have about their ability to cope with the HSC.
Project 4: Behavioural Schools Pilot Project
Title: Group Intervention for Students Attending Behavioural Schools
Aims of the Project:
The project is evaluating a group program for selected students at two Behavioural Schools in the Northern Area. These schools are an initiative of the State Government, and aim to help students who are currently not coping within their regular school environment to re-integrate back into the school community. The program aims to assist students to return from the Behavioural School to their home school by increasing their level of motivation and confidence, and equipping them with psychosocial skills to make this transition easier and more effective.
Background to the research:
Antisocial behaviour is one of the most common and serious mental health problems among adolescents. This includes conduct disorder (one of the most prevalent disorders in childhood) and is associated with various other problems, including school failure, substance abuse and adult psychiatric disorders (including antisocial personality disorder).
Previous research has found that teenagers who have poor social and anger management skills, who suffer peer rejection or who have poor academic performance are at the greatest risk of conduct disorder, juvenile and adult arrest and antisocial personality disorder. Disruptive and aggressive behaviours among adolescents are very frequently related to problems such as depressed mood and shy or withdrawn personality. Depressed adolescents are also at increase risk of substance use, which further undermines their coping strategies.
Specific Aims of the program:
- Motivation: Increase motivation to participate in the education process, to return to their home school and complete their education.
- Skills: Learn a range of coping strategies that will help participants deal with the challenges and stressors that they will encounter, both within and outside of the school environment.
- Psychological Adjustment: Reduce the intensity and frequency of upsetting emotions such as anxiety, depression and frustration.
- Behavioural modification: Reduce disruptive behaviour and “acting out” within the Behavioural School environment. It is hoped that these changes will subsequently be generalised to the home school environment.
Description of Student Population:
Participants are girls and boys between 13-15 years of age who are attending a behavioural school for a 12 month placement. The intention is for them to return to either their home school or another school, continue on to TAFE or enter the workforce. The majority of these students have problems such as conduct disorder, anger, anxiety, depression, poor self-esteem and poor literary skills.
Eligibility criteria:
- 13-15 years of age.
- Remaining time to be spent within the Behavioural School is at least six months.
- Absence of Intellectual Disability (as determined by school records).
- Students who meet diagnostic criteria for Conduct Disorder and who report high callous and unemotional traits on the APSD (see below) will be included in the program initially, but may be withdrawn from the program should their behaviour cause excessive disruption and hinder the progress of the intervention.
Design:
A randomised controlled design is being used. Students from two selected schools are being screened on a number of measures. Those who meet eligibility criteria to participate are randomised to one of two conditions:
- Intervention
- Active-watch comparison
Comparisons of the intervention and active-watch conditions will be conducted at the end of the program.
Measures:
Students, teachers and parents will be asked to complete a range of psychological measures at 4 time periods: Baseline, Post-Intervention, 3 months Post-Intervention, 6 months Post-Intervention.
ABOUT THE PROGRAM
The program runs over two school terms, commencing in term 3. Sessions are held once a week, for two class periods per session.
The content comprises three key areas:
- Motivation/ Engagement: 4 sessions
- Skills acquisition: 5 sessions
Communication Skills
Problem Solving Skills
- Psycho-education – Management of Emotions: 8 sessions
Parent Information Sessions
Two evening sessions with parents are held during the course of the program. The focus of these sessions is on education about the program and the importance of the individual treatment components. Parents are also taught some parent management techniques that they can use to manage their child’s problematic behaviours and encourage positive behaviours.
Collaborative Approach:
A strong collaborative link has been established between the Health Psychology Unit UTS and the Department of Psychology, UNSW for this project. This collaboration gives us access the expertise of Professor Mark Dadds and his research team in the development, implementation and analyses of the intervention program, as well as additional resources and clinical assistance.
The program is being developed, run and evaluated by psychologists employed by the Health Psychology Unit, UTS in collaboration with the Department of Psychology at the University of New South Wales (under Professor Mark Dadds).
Outcomes
The effectiveness of the intervention program will be judged in its ability to achieve the following objectives:
- Significant increase in levels of school attendance at the Behavioural schools.
- Significant increase in the number of students returning to home school, alternate school or TAFE to complete Year 10 certificate.
- Significant increase in number of students from this population sitting for their school certificate.
- Significant decrease in levels of depression, anxiety, social problems, behavioural problems and other psychological problems measured by the self-report, teacher and parent report questionnaires.
- Significant decrease in the number and severity of clinical psychiatric disorders: Anxiety Disorders, Depressive Disorders and Behavioural Disorders.
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