青少年 抑郁/焦虑 团体辅导/治疗

Adolescents are tasked with developing identity vs. role confusion, where the search for identity will shape the individual's character. There has been an increase in the use of social media among adolescents, causing an increase in the number of depression in adolescents. The need for promotive and preventive efforts to prevent depression in adolescents. This study aims to determine the effect of therapeutic group therapy and cognitive behavioral therapy in preventing depression in adolescent social media users. This study was conducted on 70 students aged 15-18 years old using a purposive sampling technique according to inclusion and exclusion criteria. This study uses a quasi-experimental pre-post-test design with intervention and control groups. The intervention group was given therapeutic and cognitive behavioral therapy, and the control group was given therapeutic group therapy without cognitive behavioral therapy. The results of this study indicate a significant effect on the control group. The combination of therapeutic group therapy therapy and cognitive behavioral therapy can be recommended as a therapy for reducing depression in adolescent social media users.

Objective: This study aimed to investigate the effectiveness of humor-based group therapy on depression and self-esteem among adolescents. Methods and Materials: A randomized controlled trial design was employed, involving 30 adolescent participants from Bulgaria randomly assigned to either an experimental group (humor-based group therapy; n = 15) or a control group (no intervention; n = 15). The experimental group participated in eight weekly 90-minute sessions focused on humor-based techniques designed to enhance emotional regulation, self-esteem, and social interactions. Dependent variables were measured using standardized tools: depression was assessed via the Beck Depression Inventory-II, and self-esteem was assessed with the Rosenberg Self-Esteem Scale at three time points—pre-test, post-test, and a five-month follow-up. Data were analyzed using repeated-measures ANOVA and Bonferroni post-hoc tests through SPSS-27. Findings: The findings revealed significant reductions in depression (F(2,54) = 28.94, p < .001, η² = .539) and significant increases in self-esteem (F(2,54) = 26.75, p < .001, η² = .498) for the experimental group compared to the control group, with substantial improvements maintained at five-month follow-up. Specifically, depression scores in the experimental group significantly decreased from pre-test (M = 27.60, SD = 4.12) to post-test (M = 15.87, SD = 3.45, p < .001) and remained stable at follow-up (M = 16.53, SD = 3.72). Self-esteem scores significantly improved from pre-test (M = 18.80, SD = 3.67) to post-test (M = 28.40, SD = 4.18, p < .001) and remained high at follow-up (M = 27.87, SD = 4.01). Conclusion: Humor-based group therapy effectively reduced depressive symptoms and significantly enhanced self-esteem among adolescents, with beneficial effects persisting at five months post-intervention, suggesting it as a promising therapeutic option for adolescent mental health interventions.

Group cognitive behavioral therapy (CBT) is an effective treatment for adolescent depression, but outcomes vary. Our goal was to examine interpersonal factors that predict response to group CBT for adolescent depression using a broad range of outcomes, including depressive symptoms, session attendance, treatment completion, engagement, and improvement. Seventy adolescents (age 14–18) with depression completed self-report measures of social support and parental conflict and were offered an established 16-session group CBT program. Correlation and regression analyses were conducted for interpersonal predictors and CBT outcomes. Accounting for pre-treatment depressive symptoms, fewer social supports predicted lower likelihood of finishing treatment and less clinician-rated improvement. Greater pre-treatment parental conflict predicted fewer sessions attended, lower clinician-rated engagement, and less clinician-rated improvement. Results highlight the need to consider interpersonal difficulties in CBT, as they may present a barrier to treatment attendance, engagement, and improvement.

Background: Depression is a serious mental health issue that negatively impacts the quality of life and development of adolescents. This study aims to determine the influence of self-help group-based health education on preventing depression in adolescents in Pekanbaru, Riau. Methods: This quasi-experimental study utilized a pre-post test design with a control group. The intervention, QS Al-Fatihah murottal therapy, was provided twice a week for two weeks, with sessions lasting 55-60 minutes. A stratified random and simple random sampling technique was used to select a total of 68 adolescent participants. Instruments included a characteristics questionnaire and the Depression Anxiety Stress Scales (DASS 42) for adolescents. Data analysis was conducted using dependent and independent t-tests. Results: The study found that most respondents were female (61.8%), aged 16 years (58.8%), of Minang ethnicity (45.6%), and had a high school education level (45.6%). Most came from employed families (fathers 86.8%, mothers 52.9%) and were Muslim (100%). Additionally, 45.6% of parents had a high school education level, and 54.4% of respondents lived with their nuclear family. The self-help group-based health education significantly prevented adolescent depression (p-value <0.0001). Conclusions: The study recommends incorporating self-help group-based health strategies as a nursing intervention to reduce depression in adolescents.

Depression and anxiety in the United States are becoming more prevalent in the youth population in recent decades and have been exacerbated by COVID-19 pandemic. Rates of poor mental health outcomes are also more prevalent within gender and racial minorities. Current effective interventions to improve adolescent mental health is limited to individual CBT Therapy and some arts programs. Dance Therapy is a well known alternative arts program that has shown to have physiological, mental, and social benefits. However, traditional group dance therapy programs based on Western culture and ideals neither include the unique experiences of the diversifying student population nor do they wholly address students’ mental and social needs. Cultural dances, in the context of the Western world, are traditional dance practices that serve different functions within the local culture. Many are ancient practices that have shown to have deep psychological and social benefits. Our paper proposes a new school-based multicultural dance therapy program that incorporates international cultural dances to improve physical, mental, and social health. Further research is needed to prove that physical, mental, and social health issues may be resolved through the therapeutic effects of multicultural dance therapy.

Abstract Objective The present study aimed to evaluate the efficacy of a mindfulness-based cognitive therapy (MBCT) intervention in reducing problematic mobile phone use, depression, and sleep disorders among adolescents. Additionally, it sought to investigate whether the decrease in problematic mobile phone use acted as a mediator in the relationship between the MBCT intervention and adolescent depression and sleep disorders. Methods In a randomized controlled trial, a total of 104 adolescents were randomly assigned to the mindfulness group (n = 52) or the wait-list control group (n = 52). The mindfulness group students completed eight 45-min sessions of mindfulness training in four weeks. The outcomes were measured at baseline, postintervention, and at the 2-month follow-up. Results Compared with the control group, the mindfulness group had significantly greater levels of mindfulness and lower levels of problematic mobile phone use, depression, and sleep disorders postintervention. The intervention effects were maintained at the 2-month follow-up. In addition, decreased problematic mobile phone use significantly mediated the association between the MBCT intervention and decreased depression and decreased sleep disorders. Conclusion The findings suggest that MBCT could improve adolescent depression and sleep disorders and that decreasing problematic mobile phone use is an effective pathway accounting for the MBCT intervention effect on adolescent depression and sleep disorders.

Depression is a leading cause of disability among adolescents, with the burden disproportionately affecting low- and middle-income countries (LMICs) where access to mental health care is limited. Interpersonal therapy (IPT), a structured psychological intervention, has shown promise in treating adolescent depression but there is limited evidence from LMICs and research on how it works and in which contexts it works best. This protocol describes a realist cluster-randomised controlled trial (cRCT) assessing the effectiveness, cost-utility and mechanisms of school-based group IPT for adolescents with depression in Nepal. This superiority phase III cRCT will be conducted in 48 public secondary schools across Chitwan and Nawalpur districts, with schools randomised 1:1 to intervention or enhanced usual care. Adolescents aged 13–19 with depression (Patient Health Questionnaire modified for adolescents, PHQ-A score ≥11) will be recruited from grades 7–9. The intervention comprises two individual and ten weekly group IPT sessions delivered by trained lay facilitators. Adolescents will be surveyed pre-randomisation (baseline) and five (midline), 17 (endline) and 32 weeks (follow-up) post randomisation. The primary outcome is depression severity at 17 weeks post-randomisation assessed using the PHQ-A. Secondary outcomes include anxiety, post-traumatic stress disorder, functional impairment, school attendance and quality of life. Intermediate outcomes including hope, emotion regulation, and social support will be assessed to examine mechanisms of change. A priori hypotheses concerning IPT’s mechanisms and contextual factors influencing these (context-mechanism-outcome configurations) will be refined through analysis of qualitative process data and tested in mediation, moderation and moderated mediation analyses of trial data. Economic evaluation will estimate cost-utility and benefit-cost ratios from both provider and modified societal perspectives. The process evaluation will assess fidelity, reach, and acceptability in various school settings. This trial is the first to integrate realist evaluation into a cRCT of a psychological intervention for adolescents in a LMIC and has potential to advance research and practice by elucidating how IPT works in a real-world context. If IPT is effective in Nepal, it could be scaled up through the education system as a part of a comprehensive school mental health care package. ISRCTN52852397 (registered 21/03/2025).

Abstract Interpersonal Psychotherapy (IPT) is an evidence-based treatment for adolescent depression. However, since it does not work for all adolescents in all settings, more research on its heterogeneous effects is needed. Using a realist approach, we aimed to generate hypotheses about mechanisms and contextual contingencies in adolescent group IPT in Nepal. We analysed 26 transcripts from qualitative interviews with IPT participants aged 13–19, facilitators, supervisors and trainers. We analysed data using the Framework Method. The qualitative analytical framework was based on the VICTORE checklist, a realist tool to explore intervention complexity. Sharing, problem-solving, giving and receiving support, managing emotions and negotiating emerged as mechanisms through which adolescents improved their depression. Participants perceived that girls and older adolescents benefitted most from IPT. Girls had less family support than boys and therefore benefitted most from the group support. Older adolescents found it easier than younger ones to share problems and manage emotions. Adolescents exposed to violence and parental alcoholism struggled to overcome problems without family and school support. We formulated hypotheses on group IPT mechanisms and contextual interpersonal and school-level factors. Research is needed to test these hypotheses to better understand for whom IPT works and in what circumstances.

BACKGROUND Adolescent-onset type 2 diabetes (T2D) is a major public health concern of growing proportions. Prevention, therefore, is critical. Unfortunately, standard-of-care treatment for T2D prevention (e.g., exercise training) show insufficient effectiveness and do not address key modifiable barriers (e.g., depression symptoms) to exercise engagement. Depression symptoms are associated with both poorer physical fitness and greater insulin resistance, the key risk factor in adolescent-onset T2D. Thus, a targeted prevention approach that addresses depression symptoms in combination with exercise training may offer a novel approach to mitigating T2D risk. METHODS This manuscript describes the design and study protocol for a multi-site, four-arm randomized controlled trial comparing the efficacy of group cognitive-behavioral therapy, group exercise training, and their combinations for the targeted prevention of worsening insulin resistance in N = 300 adolescent females at-risk for T2D with BMI ≥85th percentile and elevated depression symptoms. All four intervention arms will run in parallel and meet weekly for 1 h per week for 6-week to 6-week segments (12 weeks total). Outcomes are assessed at baseline, 6-week mid-treatment, 12-week follow-up, and 1-year follow-up. RESULTS The primary outcome is insulin resistance. Key secondary outcomes include insulin sensitivity, cardiorespiratory fitness, physical activity, depression symptoms, and body measurements. CONCLUSION Study findings will guide the ideal sequencing of two brief T2D prevention interventions for ameliorating the course of insulin resistance and lessening T2D risk in vulnerable adolescents. These interventions will likely be cost-effective and scalable for dissemination, having the potential for significant public health impact on communities at risk for T2D.

Children and young people with long-term physical conditions may develop mental health problems that have an impact upon their daily lives and families. Rates of anxiety and depression in children with juvenile idiopathic arthritis are higher than in peers without this diagnosis. The impact of long-term conditions on children and young people’s mental health and the pressure it puts on family life has been observed and reported in paediatric rheumatology clinics in the UK. Art therapy has long been considered to be a developmentally appropriate way to support children and young people with long-term conditions and it is routinely provided in some NHS services. A service evaluation of manualised online art therapy groups was carried out at the Great North Children’s Hospital to seek further understanding about the accessibility, acceptability, and uptake of this service. A service evaluation was registered and undertaken at the Great North Children’s Hospital, Newcastle Upon Tyne. Art therapy groups consisted of six online 90min sessions with additional resources provided to parents to encourage conversations at home prior to the young people attending the group. Groups were facilitated by a HCPC registered art psychotherapist and included completion of structured activities/worksheets and art making time. Young people who attended the rheumatology service art therapy groups were asked for feedback about their experiences and a audio-recorded focus group style discussion with the art therapy delivery team was conducted. In addition, children and parents were asked to comment on the acceptability of standardised assessment measures that could be utilised in future outcome studies of psychosocial interventions of this kind. Thirteen young people who had accessed the art therapy group were included in the service evaluation which was carried out by members of the therapy team and nursing staff. Young people attending the group reported experiencing personal benefits, including valuing opportunities to speak with other young people who had a long-term condition and engagement and sharing a group experience through art activities. Parents responded positively to having time to reflect using the home-based resources and some observed their children appearing calmer and more able to express themselves. Online and digital access difficulties did create barriers to consistent attendance for some group members. Measures of outcome that were considered acceptable for completion by young people and family members included a validated quality of life assessment. Parents and staff reported underestimating the severity of mental health symptoms (anxiety and depression) indicated in young people’s response to completion of a validated measure. Online group art therapy was considered to be accessible and acceptable as routinely provided in a paediatric and adolescent rheumatology service. Future research could be undertaken to formally assess the effectiveness of these types of psychosocial interventions. S.S. Hackett: None. S. Jandial: None. L. Craig: None. P. Watts: None.

Abstract School sandplay group therapy is a useful clinical treatment method for adolescents who cannot adapt to school due to various emotional and behavioral problems. In this study, we conducted 10 weeks of group therapy in 70 adolescents referred to as maladjustment behavior problem in the school. The purpose of this study was to evaluate the clinical effects of sandplay therapy on the emotions and behaviors objectively through minnesota multiphasic personality test -2. There was a statistically significant difference in clinical scales such as depression, masculinity- femininity, social introversion, anger, subjective depression, need for affection, somatic complaint, and internal/external alienation after school sandplay group therapy. Sandplay therapy is estimated to have clinical effects not only on the emotional problems of maladapted high school students but also on physical problems.

OBJECTIVE Depression in adolescence is linked to risk for type 2 diabetes (T2D). In this secondary data analysis of a randomized controlled trial comparing cognitive-behavioral therapy (CBT) to a control program to ameliorate insulin resistance via reducing depression symptoms, we examine which CBT change mechanisms (e.g., behavioral activation, cognitive restructuring) contributed to decreased depression and subsequent improvements in body mass index (BMI), percent body fat, and insulin resistance. METHODS Girls 12-17y with overweight/obesity and family history of T2D were randomized to six-week group CBT (n = 61) or health education (HealthEd; n = 58). At baseline and post-treatment, adolescents completed questionnaires assessing activities, thoughts, and depression symptoms. At baseline, post-treatment, and one-year, BMI was calculated and insulin outcomes were derived from two-hour oral glucose tolerance testing. At baseline and one-year, percent body fat was assessed with dual-energy x-ray absorptiometry. Indirect effects of CBT components were tested on one-year changes in BMI, percent body fat, and insulin indices through decreases in depression symptoms during treatment. Intervention was tested as a moderator. RESULTS In CBT, but not HealthEd, there was an indirect effect of increased physical activity during treatment on decreased one-year BMI via reductions in depression symptoms during treatment. Also, there were conditional indirect effects in CBT of increased pleasantness of physical and social activity during treatment on decreased one-year BMI via decreased depression symptoms during treatment. CONCLUSION Behavioral activation may be a useful intervention to decrease depression and reduce excess weight gain in the targeted prevention of T2D in at-risk adolescent girls. NCT01425905, clinicaltrials.gov.

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Mindfulness-based therapies have indicated their efficacy for reducing symptoms of anxiety, depression and stress, and improving mindfulness in adolescent clinical and community populations. However, looked after children make up a distinct group of young people, many of whom have endured severe developmental trauma, such as neglect and abuse, and present with complex emotional and behavioural difficulties. Currently, there is a limited amount of research examining the efficacy of mindfulness-based therapy for this population. This article presents a preliminary exploration of the participation in a mindfulness-based group therapy by nine looked after children aged 14 to 17. Outcome measures were obtained at baseline and post-intervention. The Depression Anxiety Stress Scale-21 (DASS-21) was used to assess depression, anxiety and stress and the Child and Adolescent Mindfulness Measure (CAMM) was used to assess mindfulness. The results indicated a reduction in symptoms of depression, anxiety and stress and an increase in levels of mindfulness. Feedback questionnaires were also completed by all participants and in these, the young people rated the intervention as engaging and beneficial. Despite the small sample size, the results are promising and suggest that future research on mindfulness-based group interventions for looked after children is warranted.

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BACKGROUND: Adolescence is a stressful time period. Adolescents experience new changes physically, mentally, emotionally, and socially. The purpose of this study was to determine the effects of acceptance and commitment therapy (ACT) on anxiety (primary outcome), depression, and quality of life (secondary outcomes) of adolescents. Materials And Method : This was a quasi-experimental study with pre and postintervention design. One hundred female students aged 16–18 years with mild to moderate anxiety selected through multistage cluster sampling from five educational districts of Tabriz. During six group counseling sessions, students were consulted with the acceptance and commitment approach according to the protocol. Beck Anxiety and Depression Inventory and the World Health Organization brief Quality of Life Questionnaire consultation were completed before, immediately after, and 8 weeks after the consultation. Data were analyzed using repeated measure ANCOVA. RESULTS: The mean anxiety score decreased significantly immediately after the intervention (mean difference [MD]: −4.0, 95% confidence interval [CI]: −5.9 to − 2.0; P < 0.001) and 8 weeks later (MD: −3.9, 95% CI: −5.8 to − 1.9; P < 0.001). The mean depression score immediately (P < 0.001) and 8 weeks after intervention (MD; −4.2, CI: −1.6 to − 6.8), P < 0.001) declined significantly. The mean overall quality of life score increased significantly after the intervention (P < 0.001) and 8 weeks later (MD: 4.7, 95% CI: 7.1–2.3, P < 0.001) compared to baseline. CONCLUSIONS: Based on the effectiveness of counseling based on ACT on anxiety, depression, and quality of life in the female students with the mild and moderate anxiety over time, it can be used as a helpful method in high schools.

Background The widespread occurrence and devastating impact of adolescent depression warrant health service research focused on feasible and acceptable digital health tools to supplement evidence-based intervention (EBI) efforts, particularly in the context of shelter-in-place guidelines disrupting youth socialization and service use in the wake of the COVID-19 pandemic. Given the promise of SMS text message interventions to enhance EBI engagement, our team developed the HealthySMS system as an adjunct to one of the most empirically supported interventions for adolescent depression: cognitive behavioral therapy (CBT) group services. The system sends daily SMS text messages requesting responses assessing mood, thoughts, and activities; weekly attendance reminder messages; daily tips about adherence (eg, a prompt for activity completion); and personalized responses based on participants’ texts. Objective This study aims to evaluate the feasibility and acceptability of HealthySMS in a real-world setting and explore potential mechanisms of change in EBI engagement, before evaluating the system’s impact on adolescents’ group CBT engagement and, ultimately, depression outcomes. Methods Over the course of 2020, we invited all 20 adolescents receiving CBT group services for depression at an outpatient psychiatry clinic to enroll in our HealthySMS study; ultimately, 17 (85%) adolescents agreed to participate. We tracked participant initiation and engagement with the HealthySMS system as well as the content of SMS text message responses to HealthySMS. We also invited each participant to engage in a semistructured interview to gather additional qualitative inputs on the system. Results All (n=17, 100%) research participants invited agreed to receive HealthySMS messages, and 94% (16/17) of the participants maintained use during the first month without opting out. We uncovered meaningful qualitative themes regarding the feasibility and acceptability of HealthySMS, as well as its potential impact on EBI engagement. Conclusions Taken together, the results of this pilot study suggest that HealthySMS adjunct to adolescent CBT group depression services is feasible and acceptable, as evidenced by high rates of HealthySMS initiation and low rates of dropout, as well as meaningful themes uncovered from participants’ qualitative feedback. In addition, the findings provide evidence regarding iterative improvements to the HealthySMS system and research protocol, as well as potential mechanisms of change for enhanced EBI engagement and, ultimately, adolescent depression outcomes, which can be used in future effectiveness research.

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BackgroundThe goal of this pilot study was to examine the feasibility and clinical outcomes of a brief (6-session) group therapy programme in adolescent outpatients with depression. The programme had previously been assessed in in-patients, with positive results.MethodsA total of 15 outpatients aged 13 to 18 years took part in the programme between October 2010 and May 2011, in 3 separate groups of 4–6 participants each. The outcomes measured were feasibility of the programme, as assessed by attendance rate, user feedback, fidelity of implementation, and response to treatment, as assessed by pre- and post-intervention measurement of depressive symptoms, quality of life, and suicidal ideation.ResultsThe programme demonstrated good feasibility, with a mean attendance rate of 5.33 out of 6 sessions, a mean rating by participants on overall satisfaction with the programme of 7.21 out of 10 (SD = 1.89), and a 93% concurrence between the contents of the sessions and the contents of the treatment manual. Compared to baseline scores, depressive symptoms at follow-up test were significantly reduced, as assessed by the Children’s Depression Rating Scale Revised (F(1, 12) = 11.76, p < .01) and the Beck Depression Inventory Revision (F(1, 32) = 11.19, p < .01); quality of life improved, as assessed by the Inventory of Quality of Life (F(1, 31) = 5.27, p < .05); and suicidal ideation was reduced. No significant changes were seen on the measures of the Parent Rating Scale for Depression and the Clinical Global Impression scale.ConclusionsBased on the results of this pilot study, it is feasible to further assess this brief outpatient treatment programme in a randomized controlled trial without further modifications.

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Background: India is home to 14 million survivors of human trafficking, with most being trafficked for sexual exploitation. Trafficking constitutes crimes that violate the rights of survivors, and despite its psychological consequences, there is little evidence-based guidance to meet the needs of these individuals. Aim: The current study aimed to examine the outcome of narrative exposure therapy (KIDNET) among adolescent survivors of sex trafficking in improving trauma-related symptoms, along with psychological distress, dissociation, depression, and anxiety. Methods: A pre-post study design was used with 20 adolescent female survivors of trafficking aged 13 to 17 years, with ten participants in the KIDNET group and ten participants in a waitlist control group. Trafficking Victim Identification Tool and Standard Progressive Matrices were administered as screening measures. The Clinician-Administered PTSD Scale for Children and Adolescents, Kessler’s Psychological Distress Scale, Shutdown Dissociation Scale, Patient Health Questionnaire, and Beck Anxiety Inventory were administered as outcome measures. Fourteen sessions of KIDNET were conducted for the clinical group, while sessions were conducted for the control group post delivery of intervention for the clinical group. Results: Findings suggest an overall improvement in the severity of trauma-related symptoms in the KIDNET group, with significant improvement in psychological distress, depression, and anxiety. Conclusion: Results indicate that KIDNET may be a promising and acceptable treatment for adolescent survivors of sex trafficking, and this intervention module may be safely delivered in further randomised controlled trials to ensure that the holistic needs of this vulnerable group are appropriately addressed.

Abstract This study assessed the impact of a DMT intervention in reducing aggression, depression, anxiety and increasing levels of self-esteem in adolescents who experienced trauma. Sixty females between the age of 13 & 18 participated in this study and were randomly assigned to either the experimental group or a wait-list group. The experimental group participated in 12 DMT sessions of 2 h each over a period of 2 months. The BP-AQ, RSES and the RCADS-25 were administered pre and post the intervention to measure the effects. The results of the MANOVA showed no significant difference between the overall pretest and post test scores of the experimental group. Separate ANOVAS with each of the dependent variables showed a significant difference between pre and post test scores. DMT may be effective in reducing aggression and depression.

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Body image concerns often arise during puberty. The aim of this study is to determine the effectiveness of pubertal health group counseling based on problem‐solving for body image concerns and anxiety in adolescent girls.

The integration of traditional music in reducing social anxiety is widely practiced in Indonesia, mostly uses traditional music from Java and Bali, while other regional traditions are less represented in empirical evidence. Gending Sriwijaya music as traditional music from south sumatra  not just returning to a relaxed condition, but also internalizing the social values  reflected in lyrics such as friendliness, independence, respect, self-confidence, and determination. Despite such traditional music  has a potential to be integrated in reducing social anxiety through group counseling, the integration of Gending Sriwijaya music in counseling remains understudied. This study aims to evaluate the efficacy of group counseling with relaxation techniques accompanied by traditional Gending Sriwijaya music. The method used was quasi-experimental with control group. The study sample consisted of 14 students selected using a purposive sampling with criteria of high and very high anxiety levels, willingness to participate in all group counseling sessions, and familiar with Gending Sriwijaya music. Data were collected using the Social Anxiety Scale for Adolescents (SAS-A) and analyzed using the Analysis of Variance (ANOVA) test. The results indicate that social anxiety of participants in group counseling with relaxation techniques significantly lower compared to control group. The study's results emphasize the importance of integrating traditional music in reducing social anxiety among students.

Social anxiety is an excessive fear of negative evaluation from others, resulting in avoidance and discomfort in social interactions. Therefore, efforts are needed to overcome the problem of social anxiety, through group counseling services using behavioral rehearsal techniques. This research aims to determine the description of social anxiety in students of the 2024 Islamic Counseling Guidance (BPI) study program, the application of group counseling services using behavioral rehearsal techniques, as well as the condition of social anxiety after the service is provided. This research is descriptive in nature with a qualitative approach, using interviews, observation and documentation as data collection tools. The research subjects were five students from the BPI study program. Data analysis techniques include data reduction, data presentation, and conclusions. The research results show that students' social anxiety is characterized by fear of negative evaluation, social avoidance, and discomfort in social situations. Group counseling using behavioral rehearsal techniques helps students identify the causes of anxiety and train courage through behavioral exercises and feedback. After counseling, there was a decrease in social anxiety, increased courage, and comfort in social interactions.

Introduction: Students with visual impairments experience social anxiety in school, especially in the pre-adolescent period. Methods: The Social Anxiety Scale for Children was used in a special school for students with visual impairments in Beijing, and 18 junior high school students were found to be at risk of social anxiety. The study adopted a quasi-experimental method, and 18 participants were randomly assigned to an experimental group or a control group. According to the cognitive characteristics of students with visual impairments, group counseling activities from the perspective of self-concept were designed to intervene with the nine participants in the experimental group for 10 weeks for a total of 11 sessions. Results: Self-concept and social anxiety significantly differed between the two groups after group counseling (p < .01). The experimental group presented significantly lower levels of social anxiety and higher levels of self-concept after the intervention (p < .01) than the control group. Discussion: Group counseling improved the self-concept level of these students with visual impairments and effectively decreased their social anxiety. Implications for Practitioners: Students with visual impairments appear to benefit from group counseling activities to promote positive self-perception and alleviate social anxiety. Therefore, psychological counseling should be considered for the emotional intervention of students with visual impairments.

Academic anxiety in students arises due to the many tasks that must be done following the demands implemented in higher education. Various factors that increase a person’s academic anxiety include learning experience, age, gender, and the size of the stressor. Symptoms that appear in individuals who experience anxiety include difficulty sleeping, difficulty concentrating, feeling sleepy easily, and so on. One of the guidance and counseling services that counselors can provide for students who experience academic anxiety is group counseling services using bibliotherapy techniques using the Al-Qur’an approach. This research uses quantitative research methods with a pre-experimental research design, one group pre-test, post-test design. The population was 146 BKPI (Bimbingan Konseling Pendidikan Islam) students and the sample consisted of 8 students whose academic anxiety was in the high category according to the pre-test results. Post-test results show that students’ academic anxiety after being treated was in the low category. The Wilcoxon test results show that the Asymp.Sig (2-tailed) probability number is 0.042, smaller than 0.005, which means the hypothesis is accepted. Bibliotherapy group counseling using the Al-Qur’an approach is a service that can reduce students’ academic anxiety. The implication is to read verses in the Al-Qur’an relevant to the academic problems students face.

This study aims to test the effectiveness of group counseling services using the Rational Emotive Behavior Therapy (REBT) approach in reducing students' anxiety facing college entrance exams. This study uses a quantitative approach with a quasi-experimental design with a pretest-posttest control group design. The subjects were 14 students of grade XII of SMA Pertiwi 1 Padang who had moderate to high levels of anxiety based on the initial measurement results. Data were collected using the College Entrance Exam Anxiety Scale developed to cover three main dimensions: emotional, cognitive, and physiological anxiety. This scale consists of 37 valid statements with a Cronbach's Alpha reliability value of 0.93, indicating a very high level of reliability. Data analysis was performed using the Wilcoxon Signed Rank Test and the Kolmogorov-Smirnov 2 Independent Samples Test with the help of SPSS version 26.0. The results showed a Z value = -2.36 and p = 0.01 (p < 0.05) in the experimental group, which means there was a significant difference between the anxiety levels before and after treatment. Meanwhile, there were no significant differences in the control group. These results demonstrate that group counseling services using the REBT approach are effective in reducing student anxiety, particularly in the emotional, cognitive, and physiological aspects. This approach helps students think more rationally, manage their emotions, and reduce physical symptoms of anxiety leading up to college entrance exams.

The existence of social anxiety that is not managed can develop into disorders that hinder daily function.  Based on initial observations, some mentally retarded children show symptoms of social anxiety, such as blushing faces, lack of confidence, excessive sweating, stuttering when speaking, difficulty concentrating, closing themselves, and easily panicked. So it is necessary to reduce social anxiety through group counseling services with art therapy methods. This study aims to determine the level of social anxiety in mentally retarded children before and after group counseling with art therapy methods, and to determine the effectiveness of group counseling with art therapy methods to reduce social anxiety in mentally retarded children. The methodology in research is quantitative, type of pre-experimental research with one group pretest-posttest design. This study involved 7 subjects with conditions of age and IQ limitations determined by means of purposive sampling of 30 mentally retarded children in SLB-C Karya Ibu. The results showed the first, the TSR test (high, medium, low) was obtained the level of social anxiety in children with mental retardation increased (high and moderate) represented 95% after applied group counseling with the art therapy method of social anxiety in children with mental retardation decreased to 76%. Second, it is known from the results of the paired samples t test that the asymp.sig (2-tailed) was obtained worth 0.001 value of 0.001 <0.05, so it can be concluded HA is accepted and H0 is rejected. Means having a difference from the results of the pretest and posttest.  So it is concluded that group counseling with art therapy methods is effective in reducing social anxiety in mentally retarded children in SLB C Karya Ibu.

This action research evaluates the effectiveness of psychodrama-based group counseling in reducing interpersonal communication anxiety among seven 11th-grade students at SMAN 3 Kediri, identified with high anxiety levels (PRCA-24 scores >70). Conducted over two cycles of Guidance and Counseling Action Research (PTBK), each 45-minute session incorporated warm-up, enactment, and sharing phases. Data were collected using a 24-item anxiety scale (Cronbach’s α = 0.87), observations, student reflections, and counselor evaluations, analyzed via descriptive statistics, N-Gain, Wilcoxon signed-rank tests, and thematic coding. Pre-intervention, the average anxiety score was 72.14. Post-Cycle I, it decreased to 55.57 (N-Gain = 0.22), with 43% of students reaching moderate levels. Cycle II refinements, including relatable scenarios and assertiveness training, reduced the average to 39.50 (N-Gain = 0.45, p = 0.018), with all students achieving moderate anxiety. Psychodrama’s experiential, group-based approach, aligned with Indonesia’s collectivist culture, fostered peer support and emotional resilience. This cost-effective, culturally sensitive intervention offers a replicable model for school counselors to enhance students’ communication skills and well-being, with implications for broader educational applications.

Substance abuse is one of the critical and acute public health problems, being related to various health, psychological, and life issues. It was found that narrative therapy is an effective intervention to reduce the psychological dysphoria caused by addiction. Objectives: The objectives of this research are defining whether narrative group therapy is a helpful instrument to reduce depression and anxiety in high school students with addiction and to improve the overall life quality of such students. Methods: The structured quasi-experimental design, with pretest-posttest conditions were selected; one group was experimental, receiving counseling, and the other was not. The total number of respondents was 70, students of high schools, in the age of 14-18 were selected. Results: The results showed the considerable decrease in anxiety, and depression, in the case of the experimental group ( p < 0.0001 in both cases), the gathered data allowed us to assume that the intervention was helpful. Conclusion: The present study demonstrated that treating students with addiction in the context of school through a positive psychology is a productive instrument to reduce trauma symptoms. Nevertheless, the intervention’s effect, in this case, was limited to the symptoms of depression and anxiety. In other words, the present study showed that although the considered treatment is an effective way to cope with some mental health issues, the outcomes of the lives of those receiving them are not improved seriously. It is suggested that an accompanied intervention is further developed as well.

Delinquent adolescents are those who tend to face turbulent emotions which affect their behavior. The untreated depression and anxiety are focused due to their negative impact on oneself and the surrounding society. Therefore, an appropriate intervention should be given so that quality humans can be developed. Integration between counselling and expressive art therapy is a platform of creative exploration as a healing process in helping relationships. The main objective of this TSE-trd is to assist delinquent adolescents in Malaysia to decrease depression, anxiety and stress among them. A validation stage was carried out by three experts’ counselors, and Cronbach alpha .721 was obtained. A group of delinquent adolescents from aged 16 years to 20 ages involved to check the module validity. Research implications are discussed from theoretical aspects, counselling professionals, counsellors and practitioners in the field of counselling, especially those who deal with delinquent adolescents.  

BACKGROUND: Body image concerns are accepted as a pervasive problem by a large segment of society. Problem-solving counseling is one of the practical counseling techniques that mainly focuses on improving people’s adaptability in stressful situations. We intend to determine the effectiveness of pubertal health group counseling based on problem-solving on body image concerns and anxiety in adolescent girls. MATERIALS AND METHODS: A semi-experimental study will be conducted on 12–13 years old students in Babol (Mazandaran, Iran). One hundred people were determined as the final Sample size (50 people in each group) and will be selected to enter the study. A multistage sampling method will be used. The students of the intervention group will receive the necessary training in the problem-solving method regarding pubertal health, once a week for six weeks. Students in the control group will not receive education during the intervention period. Sociodemographic questionnaire, Littleton’s body image concern, and Zong’s anxiety will be used to evaluate students’ body image concerns and anxiety. Analyzes will be done by statistical package for the social sciences (SPSS) version 25 software and a significance level of 5% will be considered. Descriptive statistics and frequency percentage will be determined for classification variables. Median, range, and mean along with standard deviations (SD) will be calculated. The Chi-square test, Repeated Measures ANOVA and ANCOVA test will be used in this study. Percentage prevalence for each categorical variable is calculated with 95% confidence interval (CI). DISCUSSION: The effectiveness of counseling based on problem-solving has been reported in various studies on adolescent puberty health concerns and common adolescent mental health problems, hence its application on girls’ body image can be effective.

This pilot study examines body image dissatisfaction, anxiety, and self-esteem, particularly among university and college students, which can significantly impact their mental well-being. Obsession with weight satisfaction and physical attractiveness can lead to depression, eating disorders, and social disorders. Twenty Psychology and Education students participated in this study, using tools such as the multidimensional body self-relations questionnaire-appearance scale, the physical appearance state and trait anxiety scale, and the body esteem scale for adolescents and adults. Additionally, a Cognitive Behavioral Group Counseling Intervention Module was utilized to restructure thinking and modify behavior. The module results of 0.897 suggested that this intervention can help individuals change their assumptions and beliefs regarding self-image dissatisfaction, particularly on physical appearance.

The objective of the study is to investigate the effectiveness of cognitive restructuring with murattal al-Qur‘an relaxation technique in reducing Indonesian Muslim university students’ academic anxiety. The research was conducted on Indonesian Muslim university students at Sekolah Tinggi Ilmu Tarbiyah Al Urwatul Wutsqo (STIT-UW) Jombang. A Quasi Experimental with Nonequivalent Control Group Design was employed to assess the effectiveness of group counseling using cognitive restructuring and Murattal Al-Qur’an relaxation techniques in reducing students’ academic anxiety during thesis writing. The participants included 22 students with high levels of academic anxiety, divided into experimental and control groups. The instruments utilized were academic anxiety scales, worksheets, reflection journals, and a group counseling module. Statistical analysis using the Mann–Whitney U Test was applied to identify differences in scores between the two groups. The results indicated that group counseling incorporating Cognitive Restructuring and Murattal Al-Qur’an relaxation techniques effectively alleviated the level of students’ academic anxiety. Having a positive way of thinking and a better physical and psychological condition, the university students have succeeded in reducing their academic anxiety level, and will assume the thesis as a challenge instead of threat, and also will motivate them to work on it immediately and accomplish their study in time. In conclusion, this group counseling approach may be recommended for college counselors to assist STIT-UW Jombang students experiencing academic anxiety while working on their theses, and it can be used as a conceptual and empirical reference for the development of counseling in the future.

Effectiveness of CBT Approach in Group Counseling to Reduce Anxiety in Completing Thesis in Final Year Students of UNIPAR Jember. This study aims to test the effectiveness of the Cognitive Behavioral Therapy (CBT) approach in group counseling to reduce anxiety of final year students in completing their thesis at Universitas PGRI Argopuro (UNIPAR) Jember. Anxiety related to thesis is a common problem faced by final year students, which can hinder the academic process and completion of studies. CBT as a psychotherapy approach has been proven effective in overcoming various anxiety disorders. This study used an experimental design with pre-test and post-test methods to measure changes in students' anxiety levels before and after group counseling intervention using the CBT approach. The sample consisted of 48 final year students of UNIPAR Jember who were selected purposively, and the research procedure included providing group counseling sessions with CBT for several weeks. The results showed a significant decrease in anxiety levels after participating in CBT-based group counseling, which confirmed the effectiveness of this approach in helping students overcome anxiety related to thesis. This study contributes to the field of educational psychology by showing that the CBT approach in group counseling is effective in reducing anxiety of final year students in completing their thesis, so that it can be applied as an intervention strategy in academic environments.Keywords: Effectiveness, CBT Approach, Group Counseling, Anxiety, Completing Thesis, Students

The large number of students who experience academic anxiety and the challenges they face in completing their final assignments are the impetus for conducting this research. Students who feel academic anxiety or also called academic anxiety due to lack of confidence in their abilities in carrying out academic activities, are generally motivated by several factors such as the desire to graduate on time, high parental expectations, and pressure from supervisors. The aim of this research is to reduce academic anxiety in final year students by using thought stopping strategies in group counseling. Purposive sampling is used in the pre-experimental design quantitative research methodology which has a one-group pre-test-post-test design pattern. Seven students with high levels of academic anxiety will be research participants. They will receive treatment in the form of group counseling using thought stopping techniques. Four sessions were held to conduct this research. T-Test statistical samples with SPSS For Windows Version 26.0 statistical software were used in the data analysis procedure. The findings of this study show the effectiveness of thought stopping strategies in group counseling to reduce academic anxiety. The acceptance of the alternative hypothesis (Ha) is indicated by the results of the Paired Sample T-Test analysis which produces a significant probability value (2-tailed) < 0.05. It was found that after the final students underwent group counseling treatment using the thought stopping technique, there was a significant reduction in anxiety levels.

The problem that students often experience is academic anxiety. Symptoms of academic anxiety raised by students include: worrying about not being able to complete assignments according to the collection period that has been carried out and anxiety if they get unsatisfactory end-of-semester exam scores. These symptoms arise due to students' irrational beliefs. Group counselling of the REBT approach in its focus is to transform individual irrational beliefs into rational ones. Group counseling using the REBT approach can be carried out on students whose goal is that after participating in group counseling service activities, students can feel more relieved, have better conditions, and they can understand how to control the academic anxiety they experience. With this goal, REBT group counseling is considered effective in overcoming students' academic anxiety.

This study on the influence of group counseling services with thought stopping techniques in reducing public speaking anxiety among students at SMPN 1 Abung Surakarta is motivated by the issue of students experiencing anxiety when speaking in public. The aim of this research is to determine the impact of thought stopping techniques in reducing public speaking anxiety among students at SMPN 1 Abung Surakarta. This research uses a quantitative approach with an experimental research type. The design employed is a one-group pretest-posttest design. The population in this study consists of 30 students from class VII C at SMPN 1 Abung Surakarta. The sampling technique used is purposive sampling, selecting 8 students as the experimental group based on the results of a high-category scale completion. The subjects received counseling six times. The instrument for data collection is a public speaking anxiety scale. The data analysis technique used is non-parametric statistical analysis with the Wilcoxon test. The results of this study show that the thought stopping technique is effective in reducing public speaking anxiety. This is evidenced by the Wilcoxon test results, which showed a value of (Z = -2.527) with an Asymp.Sig. (2-tailed) value of 0.012. This indicates that public speaking anxiety decreased after the group counseling services with thought stopping techniques were administered.

Academic anxiety is characterised by the presence of internal thoughts and sentiments of fear and doubt regarding an individual's capacity to successfully complete assignments and examinations with expected results. The Cognitive Behaviour Group Counselling (CBGC) approach is an efficient method that can assist students in addressing these difficulties more effectively. When conducting this study, a quantitative technique was utilised, and a genuine experimental design was utilised. Thirty students from vocational high schools in Mojokerto, Indonesia participated in the study. The sample size was twenty-two students, and they were split evenly between two groups: an experimental group and a control group, each consisting of eleven students. A scale for measuring academic anxiety that was based on Ottens' theory was used to collect data, and it was distributed through Google Forms. A paired sample t-test analysis was utilised in order to carry out the data analysis. When the experimental group was compared to the control group, the results showed that the experimental group saw a considerable drop in degrees of academic anxiety. The results of this study suggest that CBGC is an effective method for lowering academic anxiety among students who are enrolled in vocational colleges.

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The background of this research is based on the anxiety problems that often occur in students when facing an exam. This can be seen in students when taking exams‚ students often experience anxiety symptoms such as cold sweats‚ tremors‚ sleeping difficulty when exam day is near. Efforts made in dealing with this challenge are group counseling using a rational emotive behavior therapy approach. This research aims to see the effectiveness of group counseling with a rational emotive behavior therapy approach in reducing anxiety in facing exam students. This study uses an experimental design with a pretest and post-test control group design. The subjects in this study were students of SMAN 13 Padang. This study uses an experimental design with a pretest and post-test control group design. The subjects in this study were students of SMAN 13 Padang, who revealed sixteen students with high and moderate anxiety categories. The instrument used in this study is the instrument to face the test with a Likert scale. The population in this study are students of SMAN 13 Padang, with seven samples in the control group and 7 in the experimental group. The technique used is the Purposive sampling technique. The data were analyzed using the Wilcoxon Signed Rank Test and the Kolmogorov Smirnov 2 Independent Sample test with the help of SPSS version 20.00. The results of this study indicate that group counseling with a rational emotive behavior therapy approach effectively reduces students' anxiety in facing exams.

Background Social anxiety often poses challenges for students majoring in marketing, as social interaction is a requirement for marketing majors. Understanding the potential effectiveness of cognitive behavioral group counseling in addressing social anxiety disorders is crucial for developing appropriate intervention measures. Subjects and Methods The study comprised a sample of 120 marketing major students aged 20 to 25 from a university. Participants were randomly assigned to either the experimental group (n=60) or the control group (n=60). The experimental group received cognitive-behavioral group counseling sessions, focusing on cognitive restructuring and social skills training, while the control group did not receive any specific intervention. Standardized psychological measures were used to assess anxiety levels in both groups. The intervention period lasted for three months, with weekly group counseling sessions designed for the experimental group. Results The data analysis indicated that the experimental group, which received cognitive-behavioral group counseling, showed a significant reduction in social anxiety levels compared to the control group (P<0.001). This finding suggests that cognitive-behavioral group counseling has a positive impact on reducing social anxiety disorders among marketing major students. Conclusions Cognitive behavior group counseling is an effective intervention measure to address social anxiety disorders among marketing students. Combining cognitive restructuring and social skills training in counseling courses to provide students with skills to manage and overcome social anxiety symptoms. Implementing cognitive behavior group counseling as a positive measure can enhance the psychological health of marketing students and enhance their ability to handle social interactions. Acknowledgement The research is supported by: the Guangxi First-class Discipline Statistics Construction Project Fund.

This study aims to develop group counseling guidelines incorporating relaxation techniques, systematic desensitization, and flooding to alleviate anxiety in interactions among junior high school students. The research follows a developmental research model adapted to field conditions, encompassing six stages: (1) planning, (2) product development, (3) expert testing of guidance and counseling materials, media testing, (4) product revision, (5) user testing, and (6) finalization of the group guidance counseling product. The validation of this guide involved four validators, including two material experts, a media expert, and product users. Material expert testing yielded an average score of 3.5 (absolutely appropriate), while the media expert test resulted in an average score of 3.9 (absolutely appropriate), and the product user test obtained an average score of 3.3 (absolutely appropriate). Product revisions were made based on feedback from expert testers, ensuring that the guidebook is considered highly useful, easy to use, precise, interesting, and suitable for counselors to assist students in reducing anxiety during interpersonal interactions. It is important to note that this research is limited to user trials, and counselors are cautioned against implementing the guidelines without further recommendations.

Adolescent anxiety is a growing mental health concern, with prevalence reaching 3.7% in Indonesia, yet practical and effective school-based interventions remain limited. This study aims to examine the effectiveness of group counseling with the mindful breathing technique in reducing anxiety among students at SMA Model Terpadu Madani Palu. An experimental method with a Pretest-Posttest Control Group Design was employed, involving 20 students selected through purposive sampling, divided into an experimental group (n=10) and a control group (n=10). Anxiety levels were measured using the Social Anxiety Scale for Adolescents (SAS-A), comprising 18 valid items (α=0.731). Data were analyzed using Paired Sample t-tests and Mann-Whitney U tests in SPSS. Results showed a significant reduction in anxiety in the experimental group (t=6.444, p=0.000, Cohen’s d=2.04), with 60% of students reaching the low-anxiety category after six intervention sessions, compared to none prior to the intervention. The Mann-Whitney U test confirmed a significant difference between groups (p=0.000). These findings demonstrate that group counseling integrated with the mindful breathing technique is an effective, accessible, and practical strategy for reducing student anxiety in school settings.

Mathematics anxiety is a prevalent emotional barrier that negatively affects students’ academic performance, motivation, and engagement in mathematics learning. School counselors play a crucial role in addressing this issue through effective and evidence-based interventions. Emotional Freedom Technique (EFT), an integrative counseling approach combining cognitive, emotional, and somatic components, has shown promise in reducing anxiety; however, empirical evidence within school-based group counseling contexts remains limited. This study employed a quasi-experimental non-equivalent pretest–posttest control group design to examine the effectiveness of EFT-based group counseling in reducing mathematics anxiety among high school students in Indonesia. Nineteen students with moderate to high levels of mathematics anxiety were selected through purposive sampling and assigned to an experimental group (n = 9) and a control group (n = 10). The experimental group participated in six weekly EFT-based group counseling sessions, while the control group received no specialized intervention. Mathematics anxiety was measured using an adapted Mathematics Anxiety Scale. Data were analyzed using the Wilcoxon Signed-Rank Test and the Mann–Whitney U Test. The results indicated a statistically significant reduction in mathematics anxiety in the experimental group following the intervention (p 0.05), whereas no significant change was observed in the control group. Posttest comparisons revealed a significant difference between the two groups, favoring the experimental group. These findings suggest that EFT-based group counseling is a potentially effective intervention for reducing mathematics anxiety among high school students. Further research with larger samples, randomized designs, and longitudinal follow-up is recommended to strengthen the evidence base and generalizability of the findings.

This study is based on the phenomenon of anxiety level experienced by students in the learning process. This research uses pretest-postest control group design research design. Subjects in this study amounted to 40 students consisting of 20 students into experimental groups and 20 students into a control group. This research uses data analysis with t test gain score independent sample test. Results from this study that the experimental group lower the anxiety level than the control group and the technique of Emotional Control Card is effective in reducing students' anxiety.

A junior/senior high school counselor used an innovative psychoeducational group counseling curriculum based on cognitive behavioral therapy to meet the social/emotional needs of identified students. This article provides a summary and evaluation of the small group plan conducted via practitioner research. Results indicated that, although participants’ overall feelings of anxiety did not significantly improve, the curriculum enabled study participants to meet defined learning objectives. We discuss implications for school counselors.

PURPOSE This study aimed to evaluate the effectiveness of cognitive behavioral therapy (CBT)-based group counseling focused on depressive symptoms, anxiety levels, automatic thoughts, and coping ways among undergraduate nursing students with mild to moderate depressive symptoms. DESIGN AND METHODS A randomized, nonblinded, controlled trial was conducted. The study was completed with a total of 63 participants (n = 31, intervention group; n = 32, control group). The effect of the intervention was evaluated with Beck depression inventory, Beck anxiety inventory, automatic thoughts questionnaire, and ways of coping questionnaire. The measurements were taken three times: pretest, posttest, and 2-months posttest. FINDINGS CBT-based group counseling was found to reduce depressive symptoms, automatic thoughts, and ineffective coping with stress and to increase effective coping with stress. In both groups, 2-months posttest mean anxiety score was lower than the pre-test mean score. PRACTICE IMPLICATIONS CBT-based group counseling reduced depressive symptoms, automatic thoughts, and emotion-focused/ineffective ways for coping with stress.

Emerging adulthood, spanning roughly from ages 18 to 30, is characterized by significant psychological, emotional, and social transitions, often accompanied by elevated levels of anxiety, depression, and self-criticism. This study aimed to evaluate the effectiveness of a six-week group counseling intervention focused on cultivating self-compassion and cognitive-emotional awareness to improve the mental health of emerging adults. The intervention sought to enhance participants’ self-compassion and self-esteem while reducing depression, anxiety, and stress. Seventy undergraduate students from Panteion University were randomly assigned to either the intervention group (n = 35) or a waitlist control group (n = 35). Assessments were conducted at pre-intervention, post-intervention, and three-month follow-up. Measures included the Self-Compassion Scale (SCS), the Depression, Anxiety, and Stress Scale (DASS-21), and the Modified Differential Emotions Scale (mDES). Results revealed a significant increase in self-compassion and positive emotions, as well as a significant decrease in psychological distress in the intervention group compared to the control group. These benefits persisted at three-month follow-up. Findings highlight the potential of cost-effective, group-based interventions grounded in self-compassion to meet the mental health needs of university students. Future research should examine long-term effects and generalizability across diverse populations. The intervention reflects the core values of counselling psychology, emphasizing relational depth, empathy, and the promotion of self-awareness and well-being within a culturally sensitive, developmental framework. These principles underpin the study’s focus on prevention and the enhancement of psychological resilience among emerging adults.

Final year students often experience academic stress caused by the pressure of completing their thesis, dynamics in the guidance process with lecturers, repeated revisions, and demands to graduate within a certain time frame. This pressure often has an impact on psychological disorders such as anxiety, mental fatigue, and even decreased academic motivation. Therefore, an appropriate intervention approach is needed to help students manage stress in a healthy way. One approach that has proven effective is the mindfulness technique, which is the practice of full awareness of current experiences without negative judgment. This study aims to determine the effectiveness of the mindfulness technique applied in group counseling services on reducing the level of academic stress in final year students of the Guidance and Counseling Study Program. This study used a quantitative approach with a pre-experimental design of one group pretest-posttest design. The sample consisted of 7 students selected by purposive sampling with criteria of moderate to high stress levels. The instrument used was an academic stress scale compiled based on three aspects, namely biological and psychological. The intervention was carried out through three mindfulness-based group counseling sessions which included conscious breathing exercises, the STOP technique, awareness of thoughts and emotions, and group reflection. using paired sample t-test showed a value of t = 3.894 with a significance of p = 0.008 (p < 0.05), which indicates a significant difference between the pretest and posttest scores. The average academic stress score decreased from 87.60 to 64.71, indicating that the intervention had a significant positive effect. Thus, it can be concluded that mindfulness-based group counseling services are effective in reducing academic stress levels, strengthening emotional regulation, and supporting the psychological well-being of final year students during the completion of their studies.

A growing number of studies have examined the effects of group counseling on students' mental health or academic functioning in China; no meta-analysis of these studies has yet been conducted, which may limit school-based applicability or the development of service systems. This study sought to establish an overall effect size for group counseling interventions, as well as identify potential moderator variable effects on their efficacy for Chinese mainland adolescents in particular. A total of 611 studies, comprising 15,320 adolescent participants altogether, were included, with meta-analyses conducted for six mental health outcomes and five academic functioning outcomes. The results showed that, at posttest, group counseling had statistically significant medium to large effects on depression symptoms (standardized mean difference [SMD] = -0.835), anxiety symptoms (SMD = -0.722), loneliness (SMD = -0.791), sleep problems (SMD = -1.075), self-harm (SMD = -1.463), suicidal ideation (SMD = -1.055), learning motivation (SMD = 0.952), learning engagement (SMD = 1.478), academic self-efficacy (SMD = 1.264), academic procrastination (SMD = -1.528), and learning burnout (SMD = -1.591). The moderator results suggest that group counseling might work best as a small-scale intervention and that online intervention resulted in improvements comparable to face-to-face intervention. This study demonstrates that school-based group counseling effectively enhances both the mental health and academic functioning of Chinese adolescents. Our finding highlights the importance of such interventions in addressing psychological and educational challenges in schools, providing evidence for educators and policymakers to strengthen these support systems. Future research should explore how intervention components interact to optimize their impact in school settings. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

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Based on the psychological stress caused by theCovid 19 pandemic in families, this article explores the fundamental question of how the psychological process of mentalizing - metaphorically speaking - can act as a psychosocial vaccination in stressful times. To this end, we look at the developments in the psychosocial context under the conditions of the pandemic and consider the effects on child and adolescent psychotherapy on the basis of a vignette of a group therapy session.

ABSTRACT This paper describes a sustainable structure to deliver the World Health Organization (WHO) endorsed group Interpersonal Psychotherapy (IPT-G) for Postpartum Adolescent (PPA) mothers living with HIV in Nairobi. It documents the process of mobilizing, training, and engaging Community Health Workers (CHWs) and Key Informants (health facility staff) involved in the Prevention of Mother-To-Child Transmission (PMTCT) in two Primary Health Care (PHC) facilities from informal settlements of Nairobi County. Mainly reporting experiences from the training process utilizing focused group discussions and in-depth interviews involving participants, IPT-G therapists and supervisors we present process findings and acceptability of our IPT-G implementation.

Adolescence represents a vulnerable developmental period for depression and an opportune time for prevention efforts. In this study, 186 adolescents with elevated depressive symptoms (M age = 14.01, SD = 1.22; 66.7% female; 32.2% racial minority) were randomized to receive either Interpersonal Psychotherapy–Adolescent Skills Training (IPT-AST; n = 95) delivered by research clinicians or group counseling (GC; n = 91) delivered by school counselors. We previously reported the short-term outcomes of this school-based randomized controlled trial: IPT-AST youth experienced significantly greater improvements in depressive symptoms and overall functioning through 6-month follow-up. Here, we present the long-term outcomes through 24 months postintervention. We examined differences in rates of change in depressive symptoms and overall functioning and differences in rates of depression diagnoses. Youth in both conditions showed significant improvements in depressive symptoms and overall functioning from baseline to 24-month follow-up, demonstrating the efficacy of school-based depression prevention programs. However, the two groups did not differ in overall rates of change or in rates of depression diagnoses from baseline to 24-month follow-up. Although IPT-AST demonstrated advantages over GC in the short term, these effects dissipated over long-term follow-up. Specifically, from 6- to 24-month follow-up, GC youth showed continued decreases in depressive symptoms, whereas IPT-AST youth showed a nonsignificant increase in symptoms. GC youth remained relatively stable in overall functioning, whereas IPT-AST youth experienced a small but statistically significant worsening in functioning. This study highlights the potential of school-based depression prevention efforts and the need for further research.

Group psychotherapy is a useful clinical practice for adolescents with mental health issues. Groups typically consist of young people of similar ages but with different personalities, and this results in a complex communication network. The goal of group psychoanalytic psychotherapy is to improve participants' mentalization abilities, facilitating interactions between peers and their therapist in a safe, containing environment. The main aim of this study was to analyze conversation turn-taking between a lead therapist, a co-therapist, and six adolescents over the course of 24 treatment sessions divided into four blocks over 8 months. We employed a mixed-methods design based on systematic observation, which we consider to be a mixed method itself, as the qualitative data collected in the initial observation phase is transformed into quantitative data and subsequently interpreted qualitatively with the aid of clinical vignettes. The observational methodology design was nomothetic, follow-up, and multidimensional. The choice of methodology is justified as we used an ad-hoc observation instrument combining a field format and a category system. Interobserver agreement was analyzed quantitatively by Cohen's kappa using the free QSEQ5 software program. Once we had confirmed the reliability of the data, these were analyzed by polar coordinate analysis, which is a powerful data reduction technique that provides a vector representation of relationships between categories. The results show significant relationships between the therapist and (1) the activation of turn-taking by the participants and the co-therapist and silence and (2) conversation-facilitating interventions and interventions designed to improve mentalization abilities. Detailed analysis of questions demonstrating interest in others showed how the communication changed from radial interactions stemming from the therapist at the beginning of therapy to circular interactions half way through. Repetition was found to be a powerful conversation facilitator. The results also illustrate the role of the therapist, who (1) did not facilitate interventions by all participants equally, (2) encouraged turn-taking from more inhibited members of the group, (3) stimulated conversation from the early stages of therapy, and (4) favored mentalization toward the end. Despite its complexity, polar coordinate analysis produces easy-to-interpret results in the form of vector maps.

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Several adolescent depression prevention programs have demonstrated effects on depressive symptoms and overall functioning. Yet, despite an increasing emphasis on elucidating mechanisms of change in interventions, few studies have identified mediators of these preventive interventions. In this study, we examined interpersonal mediators of Interpersonal Psychotherapy–Adolescent Skills Training (IPT-AST), an evidence-based depression prevention program. The Depression Prevention Initiative is a school-based randomized controlled trial in which 186 adolescents (M age = 14.01, SD = 1.22; 66.7% female; 32.2% racial minority) were assigned to receive either IPT-AST (n = 95) or Group Counseling (GC) (n = 91). We examined whether change in interpersonal conflict, social support, or social functioning from baseline to midintervention mediated the effects of IPT-AST on depressive symptoms and overall functioning at postintervention. At postintervention, youth in IPT-AST had lower depressive symptoms (d = −.31) and higher overall functioning scores (d = .32) than youth in GC. Improvements in adolescent romantic functioning, reductions in peer conflict, and improvements in a factor score reflecting mother–adolescent conflict and difficulties in family functioning emerged as significant mediators. However, the effects of the intervention on change in the mediators were not statistically significant. These findings add to the sparse literature on mediators of psychosocial interventions, provide partial support for the theoretical mechanisms underlying change in IPT-AST, and highlight important directions for future prevention and intervention research.

Building Resilience and Attachment in Vulnerable Adolescents (BRAVA) is a brief virtual group intervention designed for adolescents with mild to moderate suicidal ideation (SI) and their caregivers. The goal of BRAVA is to reduce SI in adolescents and increase family connection. The intervention consists of six independent, 90 minute modules that are delivered in a group setting on a weekly basis. Independent modules allow for rolling admission thereby reducing wait time to start the intervention. The modules include components of Dialectical Behaviour Therapy. Attachment Based Family Therapy, Cognitive Behavioral Therapy, Collaborative Problem Solving and psychoeducation. Adolescents and their parents attend separate groups. Adolescents focus on emotional regulation, coping skills, managing crisis situations and caregivers focus on connecting with their teen, validation and crisis management This randomized controlled trial (RCT) assessed the efficacy of BRAVA in reducing symptoms of SI, depression and anxiety in adolescents, and improving life stress and competency in caregivers. Ninety-nine eligible youth (13-17.5 years) presenting with mild to moderate SI (rated 1 on the suicide item of HEADS-ED MH screening tool) and their caregivers were recruited from hospital and community services. Families were randomized to BRAVA (n=50) or the control group (n=49). The control group intervention consisted of weekly text messages and the opportunity to join the BRAVA group post-exit assessment). Outcome measures were administered at intake and exit for adolescents (Suicidal Ideation Questionnaire-Junior, SIQ-JR; Revised Children’s Anxiety and Depression Scale, RCADS) and caregivers (Perceived Stress Scale, PSS; Parent Sense of Competency Scale, PSOC). Outcomes were analyzed using repeated measures of multivariable analysis of variance (MANOVA). Preliminary analyses showed no significant differences between groups at intake for any demographic or clinical variables. Most adolescents and caregivers completed their exit assessment (nBRAVA=37; nControl=39). Adolescents and caregivers attended a median of six and five groups, respectively. Comparing to the control group, BRAVA was superior in reducing SI (p = 0.05) and depression (p = 0.005) in adolescents and caregiver life stress (p = 0.026). Preliminary MANOVA of adolescent outcomes were significant for time [p <0.01, Effect size (ES) = 0.98] and between groups (p = 0.03, ES = 0.11). Caregiver outcomes were significant for time (p=0.051, ES=0.70). This study demonstrates that a brief virtual group intervention can have a significant impact on adolescent SI and depression compared to an enhanced treatment as usual control group. In addition, BRAVA can reduce caregiver perceived stress, helping them view their lives as less unpredictable, uncontrollable and overloaded.

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Youth mental health interventions in low-resource communities may benefit from including empirically supported elements, using stigma-free content, and using trained lay-providers. We developed and evaluated such an intervention, targeting adolescent depression and anxiety in Kenya, where mental health care is limited by social stigma and a paucity of providers. Kenyan adolescents (N = 51, ages 14-17, 60.78% female) from a school in an urban slum in Nairobi with self-reported moderate-to-severe symptoms of depression or anxiety were randomized to the 4-week "Shamiri" ("thrive") group intervention or a study skills control intervention of equal duration. The Shamiri intervention included growth mindset, gratitude, and value affirmation exercises. The content was delivered by recent high school graduates (ages 17-21, 60% male) trained as lay-providers. Participants met in school once-a-week in groups of 9-12 youths (average group size 10). Compared to the study-skills control, Shamiri produced greater reductions in adolescent depression symptoms (p = .038; d = .32) and anxiety symptoms (p = .039; d = .54) from baseline to 4-week follow-up, and greater improvements in academic performance (p = .034; d = .32) from the school-term before versus after the intervention. There were no effects on overall social support or perceived control, but the Shamiri group showed larger increases in perceived social support from friends (p = .028, d = .71). This appears to be the first report that a brief, lay-provider delivered, community-based intervention may reduce internalizing symptoms and improve academic outcomes in high-symptom adolescents in Sub-Saharan Africa. Larger replications with extended follow-ups will help gauge the strength and durability of these effects.

Background Developing low-cost, socio-culturally appropriate, and scalable interventions for youth depression and anxiety symptoms in low-income regions such as countries in sub-Saharan Africa is a global mental health priority. We developed and intend to evaluate one such intervention for adolescent depression and anxiety in Kenya. The intervention, named Shamiri (a Swahili word for “thrive”), draws upon evidence-based components of brief interventions that involve nonclinical principles rather than treatment of psychopathology (e.g., growth mindset, gratitude, and virtues). Methods Four hundred twenty Kenyan adolescents (ages 13–18) with clinically elevated depression and/or anxiety symptoms will be randomized to either the 4-week Shamiri group intervention or a group study-skills control intervention of equal duration and dosage. Participating adolescents will meet in groups of 8–15, led by a high-school graduate trained to deliver Shamiri as a lay-provider. Adolescents will self-report primary outcome measures (depression—measured by the PHQ-8, and anxiety symptoms—measured by the GAD-7) and secondary outcome measures (perceived social support, perceived academic control, self-reported optimism and happiness, loneliness, and academic grades) at the 2-week intervention midpoint, 4-week post-intervention endpoint, and 2-week post-intervention follow-up. We predict that adolescents in the Shamiri group, when compared to the study-skills control group, will show greater improvements in primary outcomes and secondary outcomes. Discussion Results may suggest that a brief, lay-provider delivered, school-based intervention may reduce depression and anxiety symptoms, improving academic outcomes and other psychosocial outcomes in adolescents with clinically-elevated symptoms in sub-Saharan Africa. Trial registration Pan African Clinical Trials Registry PACTR201906525818462 . Registered on 12 June 2019.

Background Anxiety and depression are common among university students, and university counseling centers are under pressure to develop effective, novel, and sustainable interventions that engage and retain students. Group interventions delivered via the internet could be a novel and effective way to promote student mental health. Objective We conducted a pragmatic open trial to investigate the uptake, retention, treatment response, and level of satisfaction with a remote group cognitive behavioral therapy intervention designed to reduce symptoms of anxiety and depression delivered on the web to university students during the COVID-19 pandemic. Methods Preintervention and postintervention self-reported data on anxiety and depression were collected using the Generalized Anxiety Disorder-7 and Patient Health Questionnaire-9. Satisfaction was assessed postintervention using the Client Satisfaction with Treatment Questionnaire. Results A total of 175 students were enrolled, 158 (90.3%) of whom initiated treatment. Among those initiating treatment, 86.1% (135/158) identified as female, and the mean age was 22.4 (SD 4.9) years. The mean number of sessions attended was 6.4 (SD 2.8) out of 10. Among participants with clinically significant symptoms at baseline, mean symptom scores decreased significantly for anxiety (t56=11.6; P<.001), depression (t61=7.8; P<.001), and composite anxiety and depression (t60=10.7; P<.001), with large effect sizes (d=1-1.5). Remission rates among participants with clinically significant baseline symptoms were 67.7%-78.9% and were not associated with baseline symptom severity. High overall levels of satisfaction with treatment were reported. Conclusions The results of this study serve as a proof of concept for the use of web-based group cognitive behavioral therapy to promote the mental health of university students.

Objective: Due to a rise in perfectionistic tendencies and growing concerns about the increase in mental health conditions among students this study aimed to examine the effects of a brief intervention in self-compassion on maladaptive perfectionism, anxiety, depression, and body image. Methods: The intervention consisted of four seminars and a silent half-day retreat with short lectures and relevant experiential practices from Mindful Self-Compassion (MSC) and Mindfulness Based Stress Reduction (MBSR). This randomized wait-list control trial was pre-registered at Clinicaltrials.gov (ID: NCT03453437, Unique Protocol ID: UiBMSC2018). University students were randomly assigned to the intervention group and wait-list control group and filled out surveys weekly. A repeated measures analysis of variance (ANOVA) was used to compare the groups pre- and post-treatment. Mixed level modeling was used to analyze changes in all outcome measures over time. Results: Eighty-nine participants completed the intervention. Results of the ANOVA showed significant post-intervention reductions in maladaptive perfectionistic tendencies and symptoms of depression and anxiety, in addition to increased self-compassion and improved body image in the intervention group as compared to the wait-list group. Mixed level modeling showed statistically significant changes in self-compassion, maladaptive perfectionism, adaptive perfectionism, anxiety, and depression but not body image. Only the mixed level modeling showed small but significant changes to adaptive perfectionism, also called strivings. Implications of different changes to maladaptive perfectionism than adaptive perfectionism are discussed.

BACKGROUND Adolescents' anxiety and depression during the coronavirus disease 2019 (COVID-19) pandemic outbreak cannot be ignored. In public health crisis events, adolescents are prone to negative psychological problems, such as anxiety and depression. Hence, this research focuses on the use of reasonable and efficient methods to intervene in adolescents' psychological problems during the COVID-19 pandemic. SUBJECTS AND METHODS From February to April 2020, we conducted an anonymous online survey on a total of 1,200 adolescents in the provinces of Hunan and Guangxi in China. Moreover, we randomly divided a total of 150 middle school students with anxiety scores greater than 50 and volunteered to participate in the intervention experiment into control and intervention groups, with 75 members in each group. On the basis of the proposed routine treatment, we conducted 8 weeks of model 328-based peer education intervention in the intervention group. RESULTS After the intervention, the self-rating anxiety scale scores (SAS) of the intervention group are better than those of the control group (P<0.001). Moreover, the self-rating depression scale (SDS) scores of both groups are reduced, but the effect is more significant on the intervention group (P<0.001) than on the control group. Finally, the total Pittsburgh sleep quality index (PSQI) scores of both groups are reduced, but the effect is more significant on the intervention group than on the control group (P=0.001 and <0.001, respectively). CONCLUSIONS Model 328-based peer education intervention can significantly reduce the level of anxiety and depression in adolescents and improve their sleep quality.

Importance Low-cost interventions for adolescent depression and anxiety are needed in low-resource countries such as those in Sub-Saharan Africa. Objective To assess whether Shamiri, a 4-week layperson-delivered group intervention that teaches growth mindset, gratitude, and value affirmation, can alleviate depression and anxiety symptoms in symptomatic Kenyan adolescents. Design, Setting, and Participants This school-based randomized clinical trial included outcomes assessed at baseline, posttreatment, and 2-week and 7-month follow-up from 4 secondary schools in Nairobi and Kiambu County, Kenya. Adolescents aged 13 to 18 years with elevated symptoms on standardized depression or anxiety measures were eligible. Intent-to-treat analyses were used to analyze effects. Recruitment took place in June 2019; follow-up data were collected in August 2019 and February 2020. Intervention Adolescents were randomized to the Shamiri intervention or to a study skills control. All adolescents in both conditions met in groups (mean group size, 9) for 60 minutes per week for 4 weeks. Main Outcomes and Measures Primary outcomes were depression (Patient Health Questionnaire-8 item) and anxiety (Generalized Anxiety Disorder-7 item) symptoms. Analyses of imputed data were hypothesized to reveal significant reductions in depression and anxiety symptoms for adolescents assigned to Shamiri compared with those in the study skills group. Results Of 413 adolescents, 205 (49.6%) were randomized to Shamiri and 208 (50.4%) to study skills. The mean (SD) age was 15.5 (1.2) years, and 268 (65.21%) were female. A total of 307 youths completed the 4-week intervention. Both Shamiri and study skills were rated highly useful (4.8/5.0) and reduced symptoms of depression and anxiety, but analyses with imputed data revealed that youths receiving Shamiri showed greater reductions in depressive symptoms at posttreatment (Cohen d = 0.35 [95% CI, 0.09-0.60]), 2-week follow-up (Cohen d = 0.28 [95% CI, 0.04-0.54]), and 7-month follow-up (Cohen d = 0.45 [95% CI, 0.19-0.71]) and greater reductions in anxiety symptoms at posttreatment (Cohen d = 0.37 [95% CI, 0.11-0.63]), 2-week follow-up (Cohen d = 0.26 [95% CI, -0.01 to 0.53]), and 7-month follow-up (Cohen d = 0.44 [95% CI, 0.18-0.71]). Conclusions and Relevance Both the Shamiri intervention and a study skills control group reduced depression and anxiety symptoms; the low-cost Shamiri intervention had a greater effect, with effects lasting at least 7 months. If attrition is reduced and the clinical significance of outcome differences is established, this kind of intervention may prove useful in other global settings where there are limited resources, mental illness stigma, or a shortage of professionals and limited access to mental health care. Trial Registration Pan-African Clinical Trials Registry Identifier: PACTR201906525818462.

Background Prevention of depression and anxiety disorders early in life is a global health priority. Evidence on risk and protective factors for youth internalizing disorders indicates that the family represents a strategic setting to target preventive efforts. Despite this evidence base, there is a lack of accessible, cost-effective preventive programs for parents of adolescents. To address this gap, we recently developed the Partners in Parenting (PiP) program—an individually tailored Web-based parenting program targeting evidence-based parenting risk and protective factors for adolescent depression and anxiety disorders. We previously reported the postintervention outcomes of a single-blinded parallel-group superiority randomized controlled trial (RCT) in which PiP was found to significantly improve self-reported parenting compared with an active-control condition (educational factsheets). Objective This study aimed to evaluate the effects of the PiP program on parenting risk and protective factors and symptoms of adolescent depression and anxiety using data from the final assessment time point (12-month follow-up) of this RCT. Methods Parents (n=359) and adolescents (n=332) were recruited primarily from secondary schools and completed Web-based assessments of parenting and adolescent depression and anxiety symptoms at baseline, postintervention (3 months later), and 12-month follow-up (317 parents, 287 adolescents). Parents in the PiP intervention condition received personalized feedback about their parenting and were recommended a series of up to 9 interactive modules. Control group parents received access to 5 educational factsheets about adolescent development and mental health. Both groups received a weekly 5-min phone call to encourage progress through their program. Results Intervention group parents completed an average of 73.7% of their intended program. For the primary outcome of parent-reported parenting, the intervention group showed significantly greater improvement from baseline to 12-month follow-up compared with controls, with a medium effect size (Cohen d=0.51; 95% CI 0.30 to 0.72). When transformed data were used, greater reduction in parent-reported adolescent depressive symptoms was observed in the intervention group (Cohen d=−0.21; 95% CI −0.42 to −0.01). Mediation analyses revealed that these effects were mediated by improvements in parenting (indirect effect b=−0.08; 95% CI −0.16 to −0.01). No other significant intervention effects were found for adolescent-reported parenting or adolescent depression or anxiety symptoms. Both groups showed significant reductions in anxiety (both reporters) and depressive (parent reported) symptoms. Conclusions PiP improved self-reported parenting for up to 9 months postintervention, but its effects on adolescent symptoms were less conclusive, and parent-reported changes were not perceived by adolescents. Nonetheless, given its scalability, PiP may be a useful low-cost, sustainable program to empower parents of adolescents. Trial Registration Australian Clinical Trials Registration Number (ACTRN): 12615000328572; http://www.anzctr.org.au/ACTRN12615000328572.aspx (Archived by WebCite at http://www.webcitation.org/6qgsZ3Aqj).

BACKGROUND Physical exercise therapy is of proven efficacy in the treatment of adults with depression, but corresponding evidence is lacking in depressed adolescent inpatients. The aim of this study was to document the effect of add-on treatment with structured physical exercise in a clinical population of adolescents hospitalized for depression and anxiety in a psychiatric hospital. METHODS A group of 52 adolescent inpatients was randomly assigned to a physical exercise or control program three to four times per week over a six-week period (20 hours in total). The primary outcome was the Hospital Anxiety Depression Scale (HADS) for evaluation of depression and anxiety symptoms. Secondary outcomes were psychological self-assessments, diagnostic interviews, and physical examinations. RESULTS Six participants were lost in each group, leaving 20 inpatients each in the intervention and control groups. A linear mixed model with F-test revealed a significant interaction in favor of physical exercise in reducing the mean depression score (HADS-D) by 3.8 points [95% (CI), range 1.8 to 5.7], compared to a mean reduction score of 0.7 [95% (CI), range -0,7 to 2.0] in the control group. No significant interaction was found for anxiety symptoms (HADS-A). LIMITATIONS The investigation was limited to the six-week hospital window and the small sample size prevented exploring differences in social characteristics. CONCLUSION Structured physical exercise add-on therapy integrated into the psychiatric hospitalization of adolescents has led to a reduction in their depressive symptoms, demonstrating its effectiveness in the care of adolescent inpatients with depression.

BACKGROUND Depression is one of the most common mental health problems among adolescents. Both group cognitive behavioral therapy (GCBT) and transcranial direct current stimulation (tDCS) have shown certain efficacy in treating adolescent depression, but they often have slow onset and insufficient effectiveness. This study aims to explore the effectiveness of combining GCBT with tDCS as a novel treatment approach for adolescent depression. METHODS In this randomized, single-blind, sham-controlled, parallel-group trial, 67 adolescents with depression received either active or sham tDCS for five weeks in combination with GCBT. Depressive symptoms were assessed before and after treatment using the Hamilton Depression Rating Scale (HDRS-24) and the Self-Rating Depression Scale (SDS). RESULTS After treatment, both the GCBT + active tDCS and GCBT + sham tDCS groups showed significant improvements in SDS and HDRS-24 total scores. However, the GCBT + active tDCS group exhibited greater reductions in SDS (p < 0.001,Cohen's d =0.51) and HDRS-24 (p < 0.05, Cohen's d =0.67) total scores compared with the GCBT + sham tDCS group. Among HDRS-24 sub-dimensions, significant between-group differences were observed only in retardation and hopelessness. The clinical response rate was higher in the GCBT + active tDCS group (48.49%) than in the sham group (25.00%, p < 0.05), whereas remission rates did not differ significantly. CONCLUSIONS GCBT combined with tDCS is a feasible intervention for adolescent depression and can significantly improve depressive symptoms, indicating its potential for future clinical application.

No abstract available

Objectives This study aims to assess the effects of cognitive-behavioral psychodrama group therapy (CBPGT) on self-focused attention and social anxiety disorder (SAD) in adolescent girls. Methods This is a randomized controlled clinical trial with a pre-test, post-test/follow-up design. The study population includes all 9th-grade girls referred to health centers in Sirjan, Iran, in 2022. After screening using Puklek’s social anxiety scale for adolescents, Woody and Chambless’ focus of attention questionnaire, and a clinical interview based on the DSM-5 criteria, 24 girls were selected and randomly divided into two intervention (n=12) and control (n=12) groups. After the pre-test assessments, the intervention group received CBPGT at nine sessions of 120 minutes. The data were analyzed using descriptive statistics and multivariate analysis of covariance in SPSS software, version 24. Results CBPGT significantly reduced self-focused attention and SAD in adolescent girls at the post-test and one-month follow-up phases (P<0.05). Conclusion CBPGT is effective in the treatment of SAD and self-focused attention in female adolescents in Iran. Its effectiveness can be maintained for one month. It is recommended that CBPGT be used in the treatment of SAD due to its focus on both the theatrical and cognitive aspects of this disorder.

PURPOSE The present study aimed at assessing the effectiveness of group-cognitive-behavioral therapy for anxiety, depression, and self-esteem among children of parents with alcohol use disorder. DESIGN AND METHODS A randomized, controlled trial study was conducted with 70 children of parents with alcohol use disorder. The children were initially screened for the presence of behavioral problems and living with parents with alcohol use disorder, then assigned randomly to experimental and control groups. The experimental group received eight biweekly group CBT sessions. RESULTS Over 3-month study period, the results showed a statistically significant reduction in depression and anxiety scores and a significant improvement in self-esteem scores among CBT group children compared with the control group children. CONCLUSION Our study demonstrates the effectiveness of CBT group treatment for children of parents with an alcohol use disorder and that school mental health nurses/psychiatric nurses can effectively deliver psychotherapy for behavioral and emotional problems of high-risk children.

Objective: This study aimed to evaluate the effectiveness of cognitive behavioral therapy (CBT) on improving the quantity and quality of sleep in adolescents with depressive symptoms. Methods and Materials: The study employed a quasi-experimental pre-test–post-test design with a control group. The statistical population consisted of 4,137 middle and high school students in Khalkhal, Iran, during the 2024–2025 academic year. A total of 40 adolescents showing symptoms of depression were selected using convenience sampling and randomly assigned to an experimental group (n = 20) and a control group (n = 20). The intervention consisted of eight 70-minute CBT sessions delivered weekly. Data were collected using the Pittsburgh Sleep Quality Index (PSQI) and the Beck Depression Inventory (BDI), and analyzed using one-way analysis of covariance (ANCOVA). Findings: ANCOVA results showed that the intervention had a statistically significant effect on both sleep quantity (F = 24.296, p < 0.001) and sleep quality (F = 22.224, p < 0.001), after controlling for pre-test scores. The experimental group demonstrated significant post-test improvements in both variables compared to the control group, indicating the effectiveness of CBT in enhancing sleep outcomes among adolescents with depressive symptoms. Conclusion: Cognitive behavioral therapy is effective in improving both sleep quantity and quality in adolescents experiencing symptoms of depression. These findings support the application of structured CBT interventions within adolescent mental health services, particularly for addressing sleep-related issues associated with mood disturbances.

Objectives: The overuse of the Internet among adolescents has increased dramatically in recent years, leading to pathological or problematic Internet use. Cognitive behavioral therapy (CBT) is known to be effective for the treatment of problematic Internet use, particularly for adolescents. The aim of the present study was to evaluate the therapeutic efficacy of group CBT for problematic Internet use in adolescents. Methods: A total of 17 patients aged 12-17 years who met Young’s diagnostic questionnaire criteria of problematic Internet use participated in a school-based eight-session group CBT program. The level of problematic Internet use among participating students was measured using Young’s Internet Addiction Scale (IAS). Depression and anxiety levels were evaluated using the Children’s Depression Inventory (CDI) and the State-Trait Anxiety Inventory (STAI), respectively. Each construct was assessed at baseline, immediately after the intervention, and at a one-month follow-up visit. Statistical significance was based on a p-value of <0.05. Results: Immediately after the program, the IAS, CDI, and State Anxiety Inventory (SAI) scores were significantly lower than before the program. At the one-month follow-up assessment, the IAS scores remained low, and the CDI and SAI scores were even lower than immediately after the program. Conclusion: Group CBT was effective for adolescents with problematic Internet use, and was also demonstrated to improve depression and anxiety.

Background: The objective of this study is to assess group differences in symptom reduction between individuals receiving group cognitive behavioral therapy (G-CBT) and attention bias modification (ABM) compared to their respective control interventions, control therapy (CT), and attention control training (ACT), in a 2 × 2 factorial design. Methods: A total of 310 treatment-naive children (7–11 years of age) were assessed for eligibility and 79 children with generalized, separation or social anxiety disorder were randomized and received G-CBT (n = 42) or CT (n = 37). Within each psychotherapy group, participants were again randomized to ABM (n = 38) or ACT (n = 41) in a 2 × 2 factorial design resulting in four groups: G-CBT + ABM (n = 21), G-CBT + ACT (n = 21), CT + ABM (n = 17), and CT + ACT (n = 20). Primary outcomes were responder designation as defined by Clinical Global Impression-Improvement (CGI-I) scale (≤2) and change on the Pediatric Anxiety Rating Scale (PARS). Results: There were significant improvements of symptoms in all groups. No differences in response rates or mean differences in PARS scores were found among groups: G-CBT + ABM group (23.8% response; 3.9 points, 95% confidence interval [CI] −0.3 to 8.1), G-CBT + ACT (42.9% response; 5.6 points, 95% CI 2.2–9.0), CT + ABM (47.1% response; 4.8 points 95% CI 1.08–8.57), and CT + ACT (30% response; 0.8 points, 95% CI −3.0 to 4.7). No evidence or synergic or antagonistic effects were found, but the combination of G-CBT and ABM was found to increase dropout rate. Conclusions: We found no effect of G-CBT or ABM beyond the effects of comparison groups. Results reveal no benefit from combining G-CBT and ABM for anxiety disorders in children and suggest potential deleterious effects of the combination on treatment acceptability.

Objective: The aim of this study was to investigate the effectiveness of schema therapy and cognitive-behavioral interventions focused on intolerance of uncertainty in reducing worry states, thought-action fusion, and cognitive avoidance among adolescents diagnosed with GAD. Methods and Materials: This study employed a quasi-experimental, pretest-posttest control group design. The statistical population consisted of all adolescents diagnosed with GAD who referred to 30 psychological counseling centers in District 17 of Tehran in 2025. A total of 36 participants were selected through convenience sampling and were randomly assigned to one of three groups: schema therapy, cognitive-behavioral therapy (CBT) targeting intolerance of uncertainty, and a control group. Measurement tools included the 7-item Generalized Anxiety Disorder Scale (Spitzer et al., 2006), the Intolerance of Uncertainty Scale (Freeston et al., 1994), the Penn State Worry Questionnaire (Meyer et al., 1990), the Thought-Action Fusion Questionnaire (Shafran et al., 1996), and the Cognitive Avoidance Questionnaire (Sexton & Dugas, 2009). The schema therapy intervention (Young, 1990) was delivered in 8 sessions of 90 minutes each. The CBT intervention was based on the Dugas model (Dugas & Chavot, 2007; Chavot et al., 2019) and was delivered over 12 sessions of 90 minutes each. The control group was placed on a waitlist. Following the intervention, a posttest was administered to all groups. Data were analyzed using multivariate analysis of covariance (MANCOVA) in SPSS version 24, including both descriptive and inferential statistics. Findings: The results indicated that, based on the posttest mean scores of the experimental groups, both schema therapy and cognitive-behavioral therapy focused on intolerance of uncertainty had a significant effect on reducing worry states, thought-action fusion, and cognitive avoidance in adolescents with GAD. Conclusion: Based on the findings of this study, both cognitive-behavioral therapy focused on intolerance of uncertainty and schema therapy can be considered effective interventions and may be utilized in clinical and healthcare settings to improve worry states, thought-action fusion, and cognitive avoidance.

Objective: The aim of this study was to compare the effectiveness of Cognitive Behavioral Therapy (CBT) and Eye Movement Desensitization and Reprocessing (EMDR) on quality of life in adolescents diagnosed with social anxiety disorder in Karaj. Methods and Materials: The research methodology was a quasi-experimental pretest-posttest design with a control group and a one-month follow-up. The sample included all adolescents visiting the Cultural Clinic in Karaj from February 2021 to May 2021, who were definitively diagnosed with social anxiety disorder by a psychiatrist. Fifty-one individuals were purposively selected and randomly assigned into two experimental groups and one control group (each group consisting of 17 participants). The first and second experimental groups underwent 12 and 8 sessions of CBT and EMDR respectively. The World Health Organization Quality of Life-BREF (WHO-QOL-BREF, 1996) questionnaire was used as the measurement tool. Data analysis was conducted using repeated measures analysis of variance and Bonferroni tests. Findings: Results indicated that both CBT and EMDR interventions significantly improved quality of life scores compared to the control group (p < 0.001), and this effectiveness was maintained during the one-month follow-up period. There was no significant difference between the effectiveness of the two intervention methods in improving quality of life scores (p < 0.001). Conclusion: Therefore, using CBT and EMDR can significantly enhance the quality of life in adolescents suffering from social anxiety disorder.

Mixed-methods were used to investigate treatment outcomes for youth enrolled in an innovative sports-based group therapy intervention. Chart review was conducted for 65 youth, aged 5 to 13 years over one academic year at an elementary school serving high-needs youth in an urban district. Analysis revealed symptom reduction for 72% of participants. For a subset of students (n = 34) with available Child and Adolescent Needs and Strengths (CANS) Assessments, the average number of adverse experiences was 2.74 (SD: 2.11). Qualitative coding of progress notes and discharge summaries was used to assess symptom presentation and treatment outcomes. This sports-based group therapy intervention promotes access to services while minimizing stigma.

Abstract Our study investigated changes in Black male children’s (N = 22) psychosocial functioning who participated in a school-based mental health counseling intervention at three Title I elementary schools. We collected the participating children’s psychosocial functioning data before their first counseling session, after the fifth session, and again after the tenth session. The results of the analyses for this single group design identified that the participants’ emotional and social behaviors changed over time, per parent report (η2 = .214). This study provides valuable implications for counselors working with Black male youth, highlighting the effectiveness of school-based mental health interventions in addressing the psychosocial needs of this population. This study’s findings also suggest that interventions focused on improving social-emotional functioning can have significant positive impacts on the mental health and wellbeing of Black male children.

School counselors must demonstrate effectiveness of counseling services in a cost-effective manner. This article reviews and applies commonly used, free-access assessment instruments for use with school-aged youth to provide evidence of effective individual, small-group, and large-group interventions. We present instruments assessing depression, anxiety, disruptive behavior, and trauma, so that school counselors can learn basic administration, scoring, interpretation procedures, and psychometric utility to allow immediate use with diverse students.

Background and Aim: The purpose of the current research was to investigate the effectiveness of the strength-based approach on coping strategies and emotional regulation of female students in the second year of high school. Methods: The present research was an applied study and its method was quasi-experimental with a pre-test and post-test design with an experimental group and a control group and a two-month follow-up period. The statistical population of the research included all the female students of high school who visited the private counseling clinic in the 5th district of Tehran in 2022 and 20 people were randomly selected in an experimental group (10 people) and a control group (10 people). Then, on the experimental group, a strength-based approach was performed on the group intervention based on the protocol prepared by Darbani and Parsakia (2022). In order to collect data, the research tools included Lazarus Coping Style Questionnaire (1988) and Garnefski et al.'s (2001) Cognitive Emotion Regulation Questionnaire. Also, for the statistical analysis of the data, SPSS-26 software and the method of variance analysis with three-step repeated measures were used. Results: Based on the findings, there was a significant difference between the scores of coping strategies and emotion regulation of the experimental and control groups in the pretest and post-test stages. The results of the statistical analysis of the data indicate that the strength-based approach had a significant effect on the coping strategies and emotion regulation of the experimental group members, and the effectiveness of these interventions was stable in the follow-up phase according to Bonferroni's follow-up test. Conclusion: It can be concluded that the strength-based approach can be used to improve the coping strategies and emotion regulation of female students of the second year of high school. Therefore, it is suggested to use this method in centers of psychological clinics and child and adolescent counseling.

School counselors can integrate hope-fostering interventions into their work with students as part of a comprehensive, evidence-based school counseling program. In the past 2 decades, youth’s reported levels of hopelessness have increased significantly. Scholars have noted that hopelessness is linked to concerns in youth’s safety, mental health, and decision making; conversely, hope appears to be a protective factor for youth. Career development scholars have highlighted hope-centered work as a helpful approach for adult clients’ progress when they encounter personal and career-related challenges. Hope-Action Theory may hold promise for strengthening youths’ well-being and career development when adapted to meet pre-K–12 students’ developmental needs. In this conceptual article, we describe Hope-Action Theory, a theoretical and evidence-based approach to foster students’ hope and to address students’ well-being and career development. We include case illustrations for implementation in individual counseling, group counseling, and classroom lessons, and discuss implications for pre-K–12 school counselors.

The purpose of this study is to develop an encouragement program based on Adler’s theory for adolescents victims of school violence, and to analyze the effects of this program. In order to develop the program, the review of related resources, including Adler’s concepts and need-assessment, were performed. The preliminary program was made, and five professionals checked the program. The 10-sessions final program was organized after verifying face validity of the preliminary program and modifying it. To analyze the effectiveness of the program, 10 youth victims of school violence in the experimental group and 10 in the control group were sampled, and an encouragement program was implemented for the experimental group. Two groups were given pretest and conditional tests on the effect variables. The collected data was analyzed by repeated-measure MANOVA and ANOVA, using the SPSS 25.0 program. The analysis results were summarized as follows: First, the encouragement program had a positive effect in improving the self-esteem of adolescent victims of school violence. Particularly, the domestic and school self-esteem in sub-variables of self-esteem had meaningful effects. Second, the encouragement program had a positive effect in decreasing the depression of adolescents victims of school violence. Third, the encouragement program had a positive effect in improving the social interest of adolescent victims of school violence. This study is significant in that it developed an encouragement program for youth victims of school violence, and is expected to be used more diversely in the field of school and youth counseling.

Objectives The purpose of this study is to develop a youth meditation program based on mindfulness and self-compassion, and to verify the effectiveness of the developed program. Methods To this end, the mental and physical development characteristics of adolescents and the emotional difficulties they face were explored through prior research, and prior studies related to mindfulness and self-compassion were considered as key theories of youth meditation programs. In addition, advice on the composition of the program was obtained from an advisory group composed of school counselors and meditation guidance teachers in middle and high schools. Based on prior research and advice, the purpose and objective of the program, and the specific content and method of progress of the program were determined. The developed program secured validity based on the review of seven meditation and psychological counseling experts and developed the final program after some revisions. To verify the effectiveness of the developed program, 65 middle and high school students in Seoul, and the 20-term program was applied only to the experimental group. After that, anxiety and subjective well-being questionnaire tests were conducted before and after to verify the effectiveness. In addition, independent sample t-test was conducted to verify the prior homogeneity of major variables, and covariance analysis was conducted to verify the effectiveness of the program. Results As a result of the study, significant differences were found between the experimental group and the control group in all 2 sub-factors of anxiety (characteristic anxiety, state anxiety) and 3 sub-factors of subjective well-being (satisfaction, positive emotion, and negative emotion). Through this, it can be seen that the adolescents’ meditation program developed in this study is effective in lowering adolescents' anxiety and increasing their subjective well-being. Conclusions It is expected that the youth five-minute meditation program based on mindfulness and self-compassion can help adolescents' mental health and well-being.

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Low-income youth experience social-emotional problems linked to chronic stress that are exacerbated by lack of access to care. Drumming is a non-verbal, universal activity that builds upon a collectivistic aspect of diverse cultures and does not bear the stigma of therapy. A pretest-post-test non-equivalent control group design was used to assess the effects of 12 weeks of school counselor-led drumming on social-emotional behavior in two fifth-grade intervention classrooms versus two standard education control classrooms. The weekly intervention integrated rhythmic and group counseling activities to build skills, such as emotion management, focus and listening. The Teacher's Report Form was used to assess each of 101 participants (n = 54 experimental, n = 47 control, 90% Latino, 53.5% female, mean age 10.5 years, range 10–12 years). There was 100% retention. ANOVA testing showed that intervention classrooms improved significantly compared to the control group in broad-band scales (total problems (P < .01), internalizing problems (P < .02)), narrow-band syndrome scales (withdrawn/depression (P < .02), attention problems (P < .01), inattention subscale (P < .001)), Diagnostic and Statistical Manual of Mental Disorders-oriented scales (anxiety problems (P < .01), attention deficit/hyperactivity problems (P < .01), inattention subscale (P < .001), oppositional defiant problems (P < .03)), and other scales (post-traumatic stress problems (P < .01), sluggish cognitive tempo (P < .001)). Participation in group drumming led to significant improvements in multiple domains of social-emotional behavior. This sustainable intervention can foster positive youth development and increase student-counselor interaction. These findings underscore the potential value of the arts as a therapeutic tool.

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This article describes efforts to adapt an adolescent version of the Coping Power program, called Coping Power in the City, for use with high school students attending an urban school district with high concentrations of students exposed to community violence and challenges related to elevated tensions between youth and police. The goal of this group-based preventive intervention is to provide a comprehensive, school-based approach to stem rates of violence, discipline problems, and related mental health concerns for adolescents. A novel feature is the integration of a school police component into the intervention model with concurrent supports for students, parents, and teachers to supplement school counseling efforts. We present an overview of the program and a rationale for its adaptation to meet the needs of African American males in urban high schools. We summarize baseline data for 514 ninth graders (46% African American males) across 10 urban high schools participating in a randomized controlled trial. We also address lessons learned and implications for school-based counseling practices for African American male students and engagement of school police officers in urban high schools.

Interpersonal Psychotherapy-Adolescent Skills Training (IPT-AST) is an evidence-based indicated depression prevention program that has been shown to reduce depression symptoms. Research is needed to identify moderators of IPT-AST’s effects. Although trauma history has emerged as a moderator of depression treatment outcomes, the impact of trauma on short- and long-term outcomes in the context of preventive interventions for adolescent depression is unknown. This study examines the impact of trauma on prevention outcomes in a school-based randomized controlled trial (RCT) in which 186 adolescents (mean age = 14.01 years, SD = 1.22; 67% female) were randomly assigned to IPT-AST delivered by research staff or to group counseling (GC) provided by school counselors. Trauma history significantly moderated intervention outcomes during the active phase of the intervention but not during long-term follow-up. During the active phase, youth in IPT-AST with low or no trauma exposure experienced significantly greater reductions in depression symptoms than youth in GC with low or no trauma exposure, but there were no significant differences in rates of change between the two interventions for youth with high or any trauma exposure. These findings highlight the importance of assessing trauma and investigating whether these interventions can be tailored or supplemented to enhance the effects for youth with trauma exposure.

Purpose: We evaluated the outcomes of a school-based group counseling program for adolescent Internet Gaming Disorder (IGD). The program aimed to enhance self-regulation, resilience, parent–child attachment, and parental supervision and reduce gaming hours, IGD severity, IGD symptoms, depression, and parent–child conflict. Method: In this quasi-experimental study, out of 115 sary school students in Singapore ( M age  = 13.7, SD = 1.56 ) who reported five or more out of ten IGD symptoms, 61 participated in the intervention and 54 served as a nonintervention group. Results: Repeated Measures ANCOVA revealed that compared with the non-intervention, the program was effective in improving self-regulation ( F = 7.84, p =  .006), resilience ( F = 4.90, p =  .03), weekend gaming hours ( F = 9.18, p =  .003), IGD severity ( F = 7.68, p =  .007) and depression ( F = 14.3, p <  .000). Discussion: We suggest that the program improve parental support components while focusing on self-regulation.

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Abstract Background Adverse childhood experiences such as violence, substance use, and family disruption disproportionately affect youth in urban communities, increasing the risk of emotional and behavioral challenges. Social-emotional learning (SEL) and trauma-informed programming are effective strategies for mitigating these effects, fostering resilience, and promoting mental well-being. Game-based learning is a promising, engaging method for delivering SEL content. STRYV365 developed Brain Agents, a trauma-informed, game-based SEL intervention aimed at improving emotional regulation, coping strategies, and interpersonal skills among students in grades 5 through 9. Objective This study explored students’ experiences with and perceptions of Brain Agents, evaluating its effectiveness in fostering SEL skills and resilience across 4 diverse urban schools in Milwaukee, Wisconsin. Methods A cluster-randomized, incomplete block factorial crossover design was implemented from 2022-2024. Of 1626 eligible students, 329 (20%) had caregiver consent and student assent. Among these, 180 students in grades 5‐9 played Brain Agents at school over 4‐5 weeks, for an average of 10 sessions and 23 minutes per session. SEL-related outcomes were assessed using surveys, focus groups, and interviews. Qualitative data were analyzed using Dedoose software, with thematic coding conducted by multiple coders to ensure reliability. Results Student demographics included 189/321 (58.9%) Black, 112/321 (34.9%) White, and 221/321 (68.8%) from economically disadvantaged backgrounds. Baseline surveys of 277 children revealed that 202 (72.9%) of students had experienced the death of someone close, 147 (53.1%) had a close contact incarcerated, and 39 (14.1%) reported feeling nervous or anxious daily. Strengths included 230 (83.0%) students reporting life satisfaction and 183 (66.1%) able to calm down when upset. Game performance data from 328 students indicated varying levels of achievement, with a median of 3 (IQR 1.5-4) missions completed, 4 (IQR 2-6) stars earned, 8 positive energies collected, and 2 (IQR 1-2.5) crew members rescued. Grades 7‐8 had the highest engagement, while grade 9 students had the lowest participation. Qualitative analysis from 62 participants identified 8 core themes: qualities of most pride, neighborhood relationships, challenges in life, emotions associated with loss of control, coping strategies, future goals, experiences with Brain Agents, and suggestions to improve the game. Students most frequently cited anger as a cause of emotional dysregulation and named coping strategies such as self-calming, asking for help, and perseverance. Feedback on Brain Agents highlighted improved focus, emotional control, and critical thinking, with younger students more positively engaged. Suggested improvements included better graphics, more customization, and cooperative play. Conclusions Brain Agents was positively received by students, particularly those in earlier grades, and demonstrated potential as an effective trauma-informed SEL tool. The findings support the role of game-based interventions in enhancing resilience and emotional intelligence among youth exposed to adversity. Broader implementation may extend benefits to diverse student populations and settings.

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Stress is a complex factor that significantly affects adolescent athletes, particularly in competitive environments such as basketball. This pilot study examined the effects of an intervention based on mindfulness, acceptance, and commitment on both perceived and objective stress in a group of 31 adolescent basketball players. Participants were divided into a study group (N=17) and a control group (N=14). Only the study group took part in the training program. Both groups completed pre- and post-intervention questionnaires, and salivary cortisol levels were assessed using the ELISA Human Cortisol (Saliva) kit. The results showed a decrease in perceived stress, while cortisol levels remained stable or slightly increased. These findings suggest that adolescent athletes may struggle to accurately identify their actual stress levels, which can impact both performance and psychophysiological health. Therefore, integrating psycho-emotional education and mindfulness-based interventions into athletic training programs is essential for enhancing stress awareness and management among young athletes.

Introduction Psychological resilience is crucial for adolescent athletes facing competitive pressures, yet effective interventions remain understudied. This study examined the associations between mindfulness training and psychological resilience development in adolescent athletes. Methods A randomized controlled trial was conducted with 60 adolescent athletes (aged 14-18 years) from a provincial sports school in China. Participants were randomly assigned to an experimental group (n = 30) receiving an 8-week mindfulness training program (90 minutes weekly) or a control group (n = 30) maintaining regular training routines. Psychological resilience was assessed using the Connor-Davidson Resilience Scale at baseline, post-intervention, and 3-month follow-up. Potential moderating effects of gender and training experience were analyzed. Results The experimental group demonstrated significant improvements in total resilience scores from pre-intervention (M = 62.47, SD = 10.21) to post-intervention (M = 75.83, SD = 9.56, p < 0.001, d = 1.35) and follow-up (M = 77.90, SD = 9.14, p < 0.001, d = 1.58), while the control group showed no significant changes. Improvements were observed across all resilience dimensions: personal competence, trust in instincts, positive acceptance of change, and control (all p < 0.001). Neither gender nor training experience significantly moderated intervention effects. Discussion These findings provide empirical support for associations between mindfulness training and enhanced psychological resilience in adolescent athletes, with sustained effects at 3-month follow-up. The intervention’s effectiveness across gender and experience levels suggests broad applicability for mental health promotion in youth sports programs. Future research should examine causal mechanisms and long-term sustainability with larger, more diverse samples.

With the arrival of the new era, teenagers face enormous academic and life pressures, which are accompanied by various psychological and physiological problems, and in severe cases, even depression. Depression can affect various aspects of people’s lives and is gradually becoming younger, with teenagers experiencing more severe depression problems. Therefore, it is necessary to focus on how to improve depression. Related studies have shown that mandala painting, as an art form, can induce mindfulness or flow, and may have a certain effect on intervening in depression. Therefore, the study mainly explored the clinical intervention effect of mandala painting on adolescent depression patients. The study selected 50 adolescent patients diagnosed with depression from a certain middle school, aged between 15-18 years old. The study used a randomized controlled experimental design to randomly divide patients into an experimental group and a control group, with 25 people in each group. The experimental group participated in mindfulness painting art therapy intervention, using mandala painting as part of mindfulness art therapy. The control group did not receive mindfulness painting intervention, but received conventional cognitive-behavioral therapy treatment. The course of treatment for both therapy groups is 8 weeks, twice a week for 1 hour each time. Before and after intervention, scores were obtained using the Self Rating Depression Scale (SDS) and Hamilton Depression Rating Scale (HAMD) for adolescents. The SDS and HAMD scores of patients in the experimental and control groups before and after the 8-week intervention are shown in Table 1. According to Table 1, the SDS and HAMD scores of the experimental group undergoing mindfulness painting art therapy were significantly improved, and the improvement effect was significantly better than that of the control group. Among them, the SDS score of the experimental group was as high as 46.89 ± 4.01 points before intervention, and decreased to 36.91 ± 2.17 points after intervention, with a statistical difference between the two (P<0.05). Meanwhile, there was a statistically significant difference (P<0.05) in the HAMD scores of the experimental group before and after intervention. In addition, in the inter group comparison, the experimental group had significantly lower scores on various scales after intervention compared to the control group. The research results indicate that mindfulness painting art therapy using mandala painting has a significant clinical intervention effect on adolescent depression patients. Compared to traditional cognitive-behavioral therapy, mandala painting can effectively alleviate depressive symptoms in adolescent depression patients and significantly improve mindfulness levels, with strong clinical application prospects for mental illness. Future research can further explore the mechanism by which mandala painting alleviates depressive symptoms.

Academic anxiety among adolescents poses a significant barrier to educational performance and emotional well-being, especially in rural contexts with limited access to mental health support. This study evaluates the impact of a mindfulness-based intervention (MBI) on reducing academic anxiety and enhancing psychological well-being among middle adolescent girls in Kerala, India. A total of 95 students aged 14– 15 were selected based on screening scores and assigned to experimental (n = 53) and control (n = 42) groups. The experimental group underwent a four-week structured mindfulness program. Standardized psychometric tools were administered at pre-test, post-test, and follow-up stages. Statistical analyses, including paired t-tests and ANOVA, revealed significant improvements in general health and mindfulness scores and a reduction in anxiety symptoms in the intervention group, while control group scores worsened. These findings demonstrate the effectiveness of MBI as a scalable mental health intervention in school-based systems and support its application in adolescent well-being programs using quantitative outcome measures.

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Introduction To explore if a brief mindfulness-based intervention (MBI) leads to sustained, improved clinical outcomes in adolescents at-risk for type 2 diabetes (T2D). Methods Participants were 12–17y girls with overweight/obesity, elevated depression symptoms, and T2D family history participating in a randomized, controlled pilot trial of a six-session MBI vs. cognitive-behavioral therapy (CBT) group. At baseline and 1-year, mindfulness, depression, insulin resistance (IR), and body composition were assessed with validated instruments. Results One-year retention was 71% (n = 12) in MBI; 81% (n = 13) in CBT. At 1-year, depression decreased (Cohen’s d = 0.68) and IR decreased (d = 0.73) in adolescents randomized to MBI compared to those in CBT. There were no significant between-condition differences in mindfulness, adiposity, or BMI. Discussion One-year outcomes from this randomized, controlled pilot trial suggest that brief MBI may reduce depression and IR in at-risk adolescents. Replication and exploration of mechanisms within the context of a larger clinical trial are necessary. Clinical Trial Registration www.ClinicalTrials.gov, identifier NCT02218138.

Anxiety disorders represent one of the most prevalent mental health challenges globally, with athletes—especially those in high-pressure sports such as pencak silat—facing unique vulnerabilities due to the intense physical, psychological, and cultural demands of competition. This study aimed to evaluate the effectiveness of mindfulness-based interventions in reducing anxiety disorder symptoms among adolescent pencak silat athletes at Cempaka Putih Ranting Jombang, Indonesia. Employing a quasi-experimental, one-group time series design, the research involved seven athletes who underwent a structured mindfulness program delivered over three weeks. Data were collected through validated self-report questionnaires (BAI and SCAT) and qualitative interviews, measured at four pre- and four post-intervention points. The results demonstrated a statistically significant reduction in anxiety symptoms across cognitive, emotional, somatic, and behavioral domains, with athletes reporting increased self-regulation, improved emotional stability, and enhanced overall well-being. The findings highlight the substantial benefits of integrating mindfulness practices into athlete training routines, especially in culturally rooted martial arts environments where traditional mental health resources may be limited or stigmatized. This research contributes to the literature by providing robust, contextually grounded evidence of mindfulness efficacy for adolescent martial artists—a group largely underrepresented in sports psychology research. For practical implementation, sports organizations and coaches are encouraged to incorporate mindfulness strategies within athlete development programs to support psychological resilience and performance. Future research should employ larger samples, randomized controlled designs, and extended follow-up periods to assess the long-term effects and broader applicability of mindfulness interventions in diverse athletic and cultural contexts.

A growing body of research suggests that mindfulness-based interventions may be a valuable method for reducing internalizing symptoms in autistic individuals. The current study extends this work using an effectiveness-implementation hybrid type 1 study. In this parallel randomized controlled trial, we examined a novel telehealth intervention for autistic adolescents and their caregivers. MINDful TIME includes eight weekly group meetings and regular use of a commercially available mindfulness meditation app. Participants were 42 adolescent-parent dyads randomized to the treatment or delayed treatment control (DTC) group. The program was implemented with fidelity (91.24%–94.78%), and 90% of treatment group dyads completed the program. On average, participants attended >90% of sessions and reported high acceptability. Treatment group adolescents demonstrated statistically and clinically significant reductions in parent-reported depression symptoms relative to DTC (F(1, 34) = 7.31, p = 0.01, η p 2  = 0.18). Female adolescents in the treatment group showed significant reductions in parent-reported anxiety symptoms (F(1, 34) = 4.22, p = 0.05, η p 2  = 0.11). Exploratory analyses indicated treatment-related improvements in adolescent executive functioning, parent mindfulness and well-being, and adolescent-parent relationship dysfunction. Findings warrant future examination of MINDful TIME to address well-documented challenges with mental health in this population. This trial was registered on clinicaltrials.gov (NCT05685589). Lay abstract Previous research studies have found that mindfulness (i.e. focused attention on, and acceptance of, the present moment) training programs can reduce stress, depression, and anxiety. However, more research is needed to understand whether mindfulness strategies are helpful for autistic teens. We examined a new telehealth intervention for autistic teens and their caregivers. MINDful TIME is an 8-week group program that meets weekly through Zoom meetings. Participants learn mindfulness strategies through didactic lessons and using a commercially available mindfulness meditation mobile app. We randomly assigned 42 teens (ages 13–18 years) with an autism diagnosis and their parents to complete MINDful TIME or an 8-week wait period before beginning the program. Ninety percent of teens and parents assigned to MINDful TIME completed the program and reported that they found the program to be acceptable. Teens who completed MINDful TIME showed large reductions in depression symptoms, whereas teens in the wait period group did not. Females who completed MINDful TIME also showed reductions in anxiety symptoms, whereas males who completed MINDful TIME and females and males in the wait period group did not. Parents who completed MINDful TIME with their teens showed increased mindfulness traits, well-being, and adolescent-parent relationship functioning. Findings suggest that MINDful TIME is a promising program that may improve accessibility of mindfulness strategies for autistic teens and their caregivers. Future research with a larger sample size is needed to fully understand the benefits of the program.

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OBJECTIVE The current study aimed to examine the effects of a mindfulness group intervention on self-compassion, psychological resilience, and mental health of children from single-parent families in Tibetan areas. METHODS A total of 64 children from single-parent families in Tibetan areas were randomly allocated to a control group (n = 32) and an intervention group (n = 32). Participants in the control group received conventional education, while participants in the intervention group received 6-week mindfulness intervention in addition to the conventional education. Both groups completed the Five Facet Mindfulness Questionnaire (FFMQ), Self-compassion Scale (SCS), Resilience Scale for Chinese Adolescent (RSCA), and the Mental Health Test (MHT) before and after the intervention. RESULTS After the intervention, the levels of mindfulness and self-compassion in the intervention group were significantly improved in relative to the control group. The positive cognition in the RSCA was significantly increased in the intervention group, whereas no significant change was observed in the control group. There was a trend towards lower self-blame in the MHT, but no significant impact of the intervention on the overall level of mental health was found. CONCLUSION Results suggest that a 6-week mindfulness training effectively improve self-compassion and resilience of single-parent children. Thus, mindfulness training as a cost-effective approach can be arranged in the curriculum, which helps students develop high level of self-compassion and resilience. In addition, there may be a need to improve emotional control in order to improve mental health.

Academic worry has been reported to be highly prevalent among adolescents, and it negatively affects their well-being. In comparison to urban adolescents, rural adolescents experience a lesser degree of academic anxiety. At the same time, very little attention is given to this problem of rural adolescents due to the lack of resources to provide such type of care. The poor resources-driven rural area requires a compact, more easily comprehensible and more inclusive intervention programme that can aid a group of students at a time and be more beneficial and effective. Therefore, in this study, mindfulness-based intervention (MBI) is used, which is indigenous, inclusive and compact, as an intervention to enable adolescents to deal with academic anxiety and improve their well-being. In this study, 47 rural school adolescents with academic anxiety underwent an 8-week MBI after the initial screening process and assessment with the Children and Adolescent Mindfulness Measure and Warwick–Edinburgh Mental Wellbeing Scale. Post and 2-month follow-up assessment after intervention showed a significant decline in academic anxiety and an increase in mindfulness and well-being.

The purpose of the present experimental work is to study the effect of mindfulness-based intervention on the self-regulation behaviour among adolescents. The pretest-posttest control group experimental design has been employed. The sample for the current study consists of sixty-two IX class students from two senior secondary government schools affiliated to the Punjab School Education Board. The Adolescent Self-Regulatory Inventory has been used to measure self-regulation at both the pretest and post-test levels. Mindfulness-based intervention was given to the experimental group, and no treatment was given to the control group. The independent sample t-test was used to analyse the collected data. It has been found that the mindfulness-based intervention has resulted in improving the self-regulation abilities among experimental group in comparison to the control group.

Introduction: Adolescents often face psychological challenges such as low mindfulness and self-esteem, which can increase their vulnerability to emotional distress. Nadi Sodhana Pranayama and Self-Hypnosis have been identified as mind–body techniques that may improve emotional regulation and self-perception, yet their combined effect in adolescent populations is understudied. Objective: This study aimed to examine the effectiveness of combined Nadi Sodhana Pranayama and Self-Hypnosis interventions in enhancing mindfulness and self-esteem among female adolescents. Methods: We used a quasi-experimental nonequivalent control group structure. Purposive sampling identified forty-seven seventh-grade female students from the SMP Negeri Abiansemal; these students were split into treatment (n = 20) and control (n = 20) groups. Twice daily, for three straight days, the intervention consisted in ten minutes of Nadi Sodhana mixed with fifteen minutes of guided self-hypnosis. The five-facet mindfulness questionnaire (FFMQ) and Rosenberg Self-Esteem Scale (RSES) were used in pretest and post-test evaluations. T tests both paired and independent helped to examine the data. The STIKES Bina Usada Bali Ethics Committee (number 081/EA/KEPK-BUB-2025) gave ethical approval. Results: The treatment group showed significant improvements in mindfulness (p = 0.004) and self-esteem (p = 0.015) compared with the control group. No significant changes were observed in the control group. The between-group effect size was moderate for mindfulness (Cohen’s d = 0.40) and large for self-esteem (Cohen’s d = 0.96), indicating the practical impact of the intervention. Conclusion: The combination of Nadi Sodhana Pranayama and Self-Hypnosis is effective in enhancing mindfulness and self-esteem in adolescents. This approach is feasible for school-based mental health programmes.

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Background/Objectives: Agility and reaction speed are critical components of sports performance and are influenced by both physical conditioning and psychological state. Interventions such as SmartACT, which integrate mindfulness, acceptance, and commitment, guided imagery and hypnosis techniques are still underexplored in high-performance sport, despite their potential to affect both psychological and motor dimensions. Methods: This 7-week controlled trial investigated the effectiveness of SmartACT in reducing psychological and somatic symptoms and enhancing motor performance in adolescent athletes. A total of 193 athletes aged 15–18 years were assigned to three groups: SmartACT (n = 69), MAC (Mindfulness–Acceptance–Commitment, the standardized Gardner & Moore protocol; n = 65), and a control group (n = 59). Agility was measured using the T-Drill Agility Test with Microgate electronic timing, and reaction speed was assessed using BlazePod devices. Psychological and somatic symptoms were evaluated using the Depression, Anxiety, and Stress Scale (DASS-21) and the Ghent Multidimensional Somatic Complaints Scale (GMSCS). Results: The SmartACT group showed significantly improved agility (MD = −1.07 s, p < 0.001, d = 2.50, 95% CI [1.79, 3.35]), faster reaction times (MD = −643.75 ms, p < 0.001, d = 0.85, 95% CI [0.35, 1.41]), and a higher number of BlazePod touches (MD = +2.53, p < 0.001, d = 1.43, 95% CI [0.87, 2.07]). Psychological symptoms (DASS-21) and somatic complaints (GMSCS) decreased significantly more than in the MAC and control groups. Conclusions: SmartACT appears to be an effective hybrid psychological intervention to simultaneously improve physical performance and reduce psychological and psychosomatic distress in adolescent athletes.

Objectives This study aimed to examine the effectiveness of a specifically designed mindfulness-acceptance-insight-commitment (MAIC) training program on relevant psychological factors (i.e., mindfulness, acceptance, performance-related satisfaction) as well as sport training performance for elite adolescent athletes from Hong Kong. And it also aimed to explore the athletes’ real experiences (i.e., receptiveness and perceptions) of completing the MAIC program. Methods and design The mixed-method was used in this study, including a randomized controlled trial (RCT) and a qualitative exploration. The RCT employed a 2 (groups) x 3 (data collection points) design involving 40 elite adolescent athletes from the Hong Kong Sports Institute (HKSI). These athletes were randomly assigned to either the MAIC training group (MT; n = 20, Mage = 15.65) or the control group (CG; n = 20, Mage = 15.85) to further test the effectiveness of the MAIC intervention on mindfulness, acceptance, performance-related satisfaction, and sport training performance. Subsequent to the RCT, the qualitative exploration was used to explore the athletes’ real experiences towards the MAIC program. In the qualitative exploration, all athletes who participated in the MAIC program were invited to participate in voluntary semi-structured interviews. Of these, 14 athletes chose to take part in the interviews. The RCT employed a 2×3 mixed-design ANOVA, while thematic analysis was applied to the qualitative exploration. Results The results revealed that the MAIC training program significantly enhanced athletes’ mindfulness, acceptance, satisfaction with performance, and sport training performance. However, these effects diminished at the follow-up assessment compared to post-training. Notably, the acceptance level of MT athletes did not significantly differ from CG athletes at the follow-up assessment. Additionally, the qualitative analysis identified four key dimensions: (a) Attitude towards MAIC training, (b) Reflection on the MAIC learning process, (c) Outcomes of MAIC training, and (d) Recommendations for future MAIC training. Overall, the qualitative findings complemented and reinforced the quantitative results, offering deeper insights into athletes’ experiences and valuable suggestions for further enhancing the MAIC program. Conclusion The findings suggested that the specifically designed MAIC training program in this study effectively enhanced sport training performance and various psychological factors among elite adolescent athletes from Hong Kong. Nevertheless, further investigations are still required to comprehensively evaluate and further develop the MAIC training program.

Until recently, research examining the application of Rational Emotive Behavior Therapy (REBT) in sports settings was virtually absent in South Africa. Despite the growing evidence of REBT's potential as a psychological intervention in Western nations, its use within the multicultural and sports-fervent context of South Africa remains unexplored. Moreover, limited research has addressed the impact of REBT on rugby players, with only a few case studies being reported. The current experiment employs a cluster randomised trial (CRT) to compare the effects of a 7-week preferential REBT program with a 7-week Mindfulness-Acceptance-Commitment (MAC) program on irrational beliefs, competitive anxiety and subjective performance, among adolescent South African rugby players. We also include a wait-list control group who received neither REBT nor MAC. Results indicate that athletes receiving REBT reported greater improvements in irrational beliefs, anxiety, and subjective performance, while that athletes receiving MAC also reported some improvements in anxiety. This study highlights the potential of REBT as a valuable psychological intervention in the context of South African adolescent rugby players.

The primary goal of this study was to examine the effects of a synchronous online mindfulness-based psychoeducation program on attentional control and mindfulness levels of Turkish late adolescents and the intervention experiences of the participants. A sample of adolescents ( n = 40, Mage 16.7) was randomly assigned to experimental and control groups. There were 10 participants in each four groups. The embedded design with a convergent approach was used. The quantitive data were obtained using the Solomon four group design while the qualitative data were obtained with phenomenological approach. The mindfulness-based intervention consisting of eight sessions and seven workshops was applied online to the experimental groups. The findings revealed that the attentional control and mindfulness levels of the adolescents in the experimental groups were significantly higher compared to the adolescents in the control groups. Regarding the qualitative findings, the adolescents stated that there were improvements in their levels of attentional control, regulating emotions, self-knowledge, self-confidence, optimism, effective communication skills, academic achievement and motivation to study after the program. The findings of the follow-up test showed that improvements in attentional control and mindfulness levels of the adolescents persisted for 8 weeks. The findings showed that the mindfulness-based intervention is a promising tool for late adolescents.

Background Poor mental health among adolescents increased over the last decade prompting recommendations for school-based primary prevention programs that promote mental health. Mind-body modalities offer an evidence-based approach to support well-being, however few studies have evaluated the adolescent experience of participating in these groups. Objective To engage high school students in a mind-body skills group (MBSG) to assess acceptability in an afterschool setting, learn about the adolescent experience of participating in a MBSG, and get recommendations to enhance program acceptability. To collect preliminary data on mindfulness, social support, emotional regulation, and quality of life. Methods Ten high school students participated in an afterschool MBSG. A focus group was conducted 1-week post-intervention. Surveys were administered at baseline, 1-week post-intervention (T1), and 10-weeks post-intervention (T2). The research team used qualitative thematic analysis with inductive and thematic coding. Descriptive statistics of survey scores were calculated, but the study was not powered to detect statistical significance. Results Participants deemed the group to be acceptable. They valued the sense of community derived from the group and enjoyed learning a variety of mind-body skills. Participants recommended adaptations to build connections sooner within the group, offer more interactive experiences with mind-body skills, and prioritize social, emotional, and physical comfort. Mindfulness, emotional regulation, and quality of life scores increased from baseline to T1. All survey scores improved from baseline to T2. Conclusion This study offers insights into the adolescent experience and recommendations for program adaptations for a MBSG in an afterschool setting. Understanding the adolescent perspective is essential for the development of an acceptable MBSG, which has implications for program implementation, utilization, and effectiveness.

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This study aimed to evaluate the effectiveness of a mindfulness-based group intervention on attention regulation and emotional maturity in adolescents. A randomized controlled trial was conducted with 30 adolescent participants from secondary schools in Athens, Greece. Participants were randomly assigned to an experimental group (n = 15) that received a ten-session mindfulness-based group intervention, or a control group (n = 15) that received no intervention. The intervention was delivered in weekly 60-minute sessions over a period of ten weeks. Data were collected at three stages: pre-test, post-test, and five-month follow-up. Attention regulation was assessed using the Attention Control Scale (Derryberry & Reed, 2002), and emotional maturity was measured with the Emotional Maturity Scale (Singh & Bhargava, 1991). Data analysis was performed using repeated measures ANOVA with Bonferroni post-hoc tests in SPSS-27. Descriptive statistics indicated improvements in attention regulation (Pre-test: M = 52.67, SD = 4.21; Post-test: M = 58.80, SD = 3.72) and emotional maturity (Pre-test: M = 152.40, SD = 6.88; Post-test: M = 138.53, SD = 7.41) in the experimental group, with gains maintained at five-month follow-up. Repeated measures ANOVA showed significant time × group interaction effects for both attention regulation (F(2, 54) = 11.83, p < .001, η² = .41) and emotional maturity (F(2, 54) = 16.53, p < .001, η² = .48). Bonferroni post-hoc tests confirmed significant improvements from pre-test to post-test and pre-test to follow-up in the experimental group, with no significant decline between post-test and follow-up. The findings suggest that mindfulness-based group interventions are effective in enhancing attention regulation and emotional maturity in adolescents, with benefits sustained over time. This intervention may serve as a practical tool for psychological development and emotional support in school-based settings.

In light of the escalating mental health problems witnessed in recent years, the World Health Organization (WHO) is actively seeking ways to enhance mental health, with an overarching goal to promote mental well-being. Central to this objective is the significant role played by education. As stated by the UNESCO, educational institutions can play a pivotal part in fostering aspects like psychological well-being. Particularly, Physical Education stands out as it addresses specific content related to mental health. Therefore, this study aimed to evaluate the construct of emotional awareness in adolescents and determine whether it is affected by an intervention based on yoga and mindfulness. The study was conducted with a sample of 149 participants, with an average age of 14.6 ± 0.5 years. A quasi-experimental study design was employed, where measurements were taken before (pre) and after (post) the implementation of an intervention with two groups, a control group and an experimental group. The control group underwent a six-session body expression teaching unit, while the experimental group followed the same unit but began with a warm-up based on yoga and mindfulness. The assessment instrument used was the revised Emotional Awareness Questionnaire (EAQ30). To assess the normality of the dataset, the Kolmogorov–Smirnov test was carried out, which indicated a non-parametric sample. Subsequently, the Mann–Whitney U test was executed, revealing no significant differences in any dimension. The Wilcoxon signed-rank test was also conducted, which showed significant differences in two dimensions. The lack of significant results could potentially be attributed to the short duration of the study. Nevertheless, these findings could contribute valuable insights towards understanding the integration of yoga or mindfulness-based programs in Physical Education. These programs have the potential to significantly impact adolescent emotional awareness and mental health, which is particularly crucial given the increasing prevalence of mental health issues in this age group. Therefore, despite the absence of robust findings in this study, it illuminates the necessity and value for further research into the utilization of yoga and mindfulness in the educational context.

The aim of this study was to investigate the effectiveness of adolescent-oriented mindfulness training on academic burnout and social anxiety symptoms in students. The current study was a semi-experimental type with a pretest–posttest design with a control group with the measurement at baseline after the intervention and a 3-month follow-up. The statistical population included all high school students with symptoms of social anxiety who were studying in Tehran in the academic year 2022. Among the students, 100 students were selected as a sample by purpose-based sampling and randomly assigned to two experimental and control groups (50 people). The tools of this research were a researcher-made demographic questionnaire, social anxiety questionnaire, academic burnout questionnaire, and adolescent-oriented mindfulness protocol. Data analysis was performed using analysis of variance with repeated measures. The results showed that adolescent-oriented mindfulness training had a significant effect on reducing academic burnout and social anxiety symptoms of students (P<0.001). Based on the findings of the research, it can be said that adolescent-oriented mindfulness training is effective in reducing academic burnout and social anxiety symptoms of students.

Objective: The objective of this study was to compare the effectiveness of Psychological Capital Training, Adolescent-Centered Mindfulness, and Healthy Human Theory educational packages on frustration tolerance and hope in female upper secondary school students. Methods and Materials: This quasi-experimental study employed a pretest–posttest control group design with a three-month follow-up. The statistical population consisted of female upper secondary school students in District 2 of Isfahan during the 2023–2024 academic year, from which 80 students were selected through multistage sampling and randomly assigned to three experimental groups and one control group. The experimental groups received Psychological Capital Training, Adolescent-Centered Mindfulness, or Healthy Human Theory interventions in ten weekly 60-minute sessions, while the control group received no intervention. Data were collected using the Frustration Tolerance Questionnaire and the Snyder Hope Scale at pretest, posttest, and follow-up. Repeated measures analysis of variance and Bonferroni post hoc tests were applied using SPSS-25. Findings: Between-subjects analysis revealed significant differences among the groups for frustration tolerance (F = 3.18, p < .05) and hope (F = 14.41, p < .001). Within-subjects analysis indicated significant main effects of time for frustration tolerance (F = 241.31, p < .001) and hope (F = 160.32, p < .001), as well as significant time × group interactions for frustration tolerance (F = 31.90, p < .001) and hope (F = 17.33, p < .001). Post hoc comparisons showed that all three interventions significantly reduced frustration intolerance and increased hope relative to the control group, with mindfulness and healthy human interventions demonstrating stronger effects on hope at follow-up. Conclusion: Psychological Capital Training, Adolescent-Centered Mindfulness, and Healthy Human Theory interventions are effective in enhancing frustration tolerance and hope among adolescent girls, with mindfulness and healthy human approaches yielding superior long-term improvements in hope.

In the present study, we assess the effects of the Expect Respect Support Groups (ERSG) on frequency of teen dating violence (TDV) and general youth violence. ERSG is a school-based violence prevention program for youth who have been exposed to violence in their home, school, or community. Boys and girls (N=1,678, Mage=14.3, S.D.=1.7, Range = 11–17) from 36 schools in Texas participated in this accelerated longitudinal (7-year trajectory) study beginning in 2011. Latent growth curve analyses were conducted using three waves of data from three cross-sectional cohorts of adolescents. Among boys, the number of ERSG sessions attended related to incremental declines in psychological TDV perpetration and victimization, physical TDV victimization, sexual TDV perpetration and victimization, reactive aggression, and proactive aggression. Girls attending ERSG demonstrated reductions in reactive and proactive aggression. The present findings suggest ERSG may be an effective cross-cutting strategy to reduce TDV and other forms of violence among high-risk boys and possibly girls. This information provides valuable understanding of TDV and youth violence in high-risk populations and may be useful in tailoring future prevention efforts to different groups of teens.

Abstract Introduction Upon hospital discharge from traumatic burn injuries, children, teens and caregivers require continuous psychological interventions for full recovery. Participation in burn camps and school reentry contribute greatly to peer support and integration back into community. Ongoing support groups are offered for child burn survivors (ages 6-12), teens (ages 13-18), siblings and parents. This unique model allows for peer support, developing healthy coping strategies, sharing burn trauma related experiences, changing developmental milestones, and integration into community. The goal of this study was to assess effectiveness of support groups in promoting well-being for pediatric burn survivors and their families. Methods Parents were surveyed for this prospective study whose children were treated for burn injuries at one of five local hospitals. Respondents (22) out of 62 families participated with no drop-out. Respondents answered 49 questions (scaled 1-5) and 10 open ended questions developed by support group facilitators about their children’s health, quality of life, self-esteem, trauma, coping, communication, social support, relationships, behaviors, and support group effectiveness. Study utilized existing measures: NIH PROMIS: Parent Proxy – Global Health, Meaning and Purpose, Family Relationships; Modified scales Rosenberg Self-Esteem 1965; Strengths and Difficulties Questionnaire – Impact Supplement Goodman, 2001; Husky et al. 2020. Results All participants were Latina/o/x, average age was M = 42.64 (SD = 9.76), and child burn survivor age M = 14.20 (SD = 5.03). Average annual family income = $69,181. Most parents are married and work full-time. Majority of families participated in both the school-age and teen groups. Average years of participation was M = 6.32 years (SD = 3.86 years). Study found those who participated for 6 years or more reported significantly higher child burn survivor self-esteem (t(17) = 2.51, p =.022) and trauma coping (t(17) = 2.48, p =.024). Higher self-esteem and trauma coping may have important implications for global health, quality of life, communication, and social support. Participants who felt more supported in group looked forward to attending. Children whose behavior improved were more accepting of their injuries. Conclusions Consistent and long-term (six years or more) participation in support groups provides emotional healing, post traumatic growth and improves outcomes and quality of life for child and teen burn survivors. Applicability of Research to Practice Burn survivors face challenges beyond physical recovery. Long term interventions are necessary to thrive into adulthood. Children are especially at risk due to early trauma, physical changes and social pressures. Continuous participation in support groups provides psychological healing that is part of the full recovery process. Funding for the Study Foundation Funding

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OBJECTIVE The purpose of the current study was to assess preliminary efficacy from a randomized controlled trial of the Promoting Resilient Youth with Strong Hearts and Mind (PRYSHM) Program. PRYSHM is an online, live-facilitated, nine-session group program for sexual and gender minority youth (SGMY) ages 15 to 18. The program focuses on reducing proximal forms of minority stress, promoting positive identity development, building LGBTQ+ community, developing social-emotional skills, and providing alcohol use (AU) and teen dating violence (TDV) prevention skills. METHOD Participants (recruited predominantly via social media) included 304 recently dating SGMY (ages 15 to 18) from across the U.S. who were randomized to treatment or waitlist after completing a baseline survey. Participants completed post-test and 3-month follow-up surveys. RESULTS Relative to waitlist, participants in the PRYSHM condition had reduced AU and TDV perpetration. Dosage analyses supported that youth who attended six or more PRYSHM sessions had better outcomes compared to the control group, and more so than youth who attended 0-2 sessions or 3-5 sessions. CONCLUSION These data provide preliminary support for PRYSHM as an efficacious intervention to reduce TDV, AU, and alcohol consequences among SGMY. Dosage analyses provided additional nuance in understanding program effects, with promising findings for those receiving a higher dosage of intervention content. Research is needed using larger samples of SGMY, including SGMY with identities underrepresented in the current trial (e.g., SGMY assigned male at birth), as well as work seeking to evaluate mechanisms of change and identify the optimum program dosage. There is also a need for studies with a longer-term follow-up to evaluate the intervention's durability and if additional booster sessions are needed.

Background: COVID-19 restrictions have led to social isolation affecting youth’s health, particularly at-risk youth. Objectives: We examined whether an online mentoring health intervention (OMHI) would strengthen characteristics that can prevent risky behaviors: resilience, perceived social support, psychological distress, and crisis concerns. Methods: Fifty-six secondary-school students participated, 27 in the intervention group and 29 in the control group (mean age 16.18, SD 0.83 vs. 16.62, SD 0.82, respectively). The study took place between March and August 2020. Results: The intervention group was less resilient pre-test, with similar resilience levels as the control group post-test. Intervention group participants presented a significantly higher crisis level pre- and post-test than the control group, as well as an increase in resilience (effect size = 1.88) and social support (effect size = 1.22), while psychological distress significantly decreased (effect size = −1.03). Both groups (intervention vs. control) predicted changes from pre-to-post test for resilience and crisis (adjusted R2 = 0.33, p = 0.001 and R2 = 0.49, p = 0.0001 respectively). Conclusions: OMHI participation was associated with improved resilience and social support, and decreased psychological distress, making it an effective strategy in health promotion for at-risk youth. An online intervention program combining mentoring in physical activity and interpersonal connections may constitute an effective health promotion strategy for at-risk youth, especially in times of crisis.

A crucial aspect of creating a safe and supportive learning environment is the integration of psychological support to reduce school violence. Research highlights that school violence impacts not only students' physical safety but also their mental health and emotional development. Effective psychological support can play a pivotal role in preventing and mitigating violent behaviors by addressing underlying emotional difficulties and unresolved trauma. Key strategies include implementing early interventions through school psychologists and counselors, who offer individual and group counseling to help students manage conflicts and intense emotions constructively. Additionally, psychological support programs can improve the school climate through workshops on emotional intelligence, stress management, and social skills, fostering empathy and reducing conflicts. Integrating psychological services with other school resources, such as emotional education programs and violence prevention strategies, is essential. Collaboration among school psychologists, teachers, parents, and administrators ensures a holistic approach to violence prevention, considering all aspects of students' school lives. The research demonstrates that peer social support significantly mediates the relationship between school victimization and psychological health. Social support acts as a buffer, mitigating the negative effects of violence, and is crucial for students of all genders and ethnicities. Furthermore, family support is identified as a vital moderator, enhancing adolescent mental health despite exposure to violence. Psychological intervention strategies, such as establishing psychological warning systems and prevention mechanisms, are essential in proactively addressing violence. Schools should focus on creating a protective environment and integrating psychological strategies into broader prevention efforts. Continuous mental health education and a safe space for students to express concerns can significantly reduce violent behaviors and support a positive educational atmosphere.

Background teen Mental Health First Aid (tMHFA) is a universal mental health literacy, stigma reduction, help-seeking, and suicide prevention program designed for adolescents in Years 10–12 of secondary school (16–18 years). tMHFA is delivered by trained instructors, in a regular classroom setting, to increase the knowledge, attitudes and behaviours that adolescents’ require to better support peers with mental health problems or mental health crises. Methods To explore the efficacy of tMHFA, a cluster crossover randomised controlled trial was conducted with Year 10 students in four schools in Victoria, Australia, using physical first aid training as the control intervention. Of the 1942 eligible students, 1,624 completed baseline and 894 completed follow-up surveys. Online surveys, administered one week before training and again 12-months later, included vignettes depicting peers John (depression and suicide risk) and Jeanie (social anxiety/phobia), measures of mental health first aid (quality of first aid intentions, confidence, first aid behaviours provided, and first aid behaviours received), mental health literacy (beliefs about adult help, help-seeking intentions), and stigma (social distance, weak-not-sick, dangerous/unpredictable, and would not tell anyone). Results The primary outcome—quality of first aid intentions towards the John vignette—showed statistically significant group x time interactions, with tMHFA students reporting more helpful and less unhelpful first aid intentions, than PFA students did over time. Confidence in providing first aid also showed significant interactions. First aid behaviours—both those provided to a peer with a mental health problem and those received from a peer—showed null results. Ratings of both beliefs about adult help and help-seeking intentions were found to be significantly improved among tMHFA students at follow-up. A group x time interaction was found on one stigma scale (would not tell anyone). Conclusions This trial showed that, one year after training, tMHFA improves first aid intentions towards peers with depression and suicide risk, confidence in helping peers with mental health problems, willingness to tell someone and seek help from an adult or health professional if experiencing a mental health problem. Trial registration This research was registered with Australia New Zealand Clinical Trials Registry: ACTRN12614000061639 .

Abstract Despite recent calls for more peer support initiatives aimed at promoting mental health in postsecondary institutions, those initiatives remain scarce. In this study, a multisite randomized controlled trial was designed to assess the effect of an online peer support intervention based on acceptance and commitment therapy using mental health and school indicators. Undergraduate students were recruited in three Canadian universities and randomly assigned to an intervention (n = 54) or a wait-list control group (n = 53). Compared to control participants, those who took part in the program self-reported reduced psychological inflexibility, stress, anxiety and depression, and increased psychological flexibility and well-being. The intervention had no effect on academic satisfaction and engagement. These results were found both in completer and intent-to-treat samples. The findings provide evidence that peer support may be a beneficial adjunct to mental health interventions offered to college and university students.

Peer support programs offer a promising approach to addressing the high levels of stress and psychological distress reported by university students. However, few studies have considered the impact of implemented programs on the wellbeing and skill development of student facilitators. This study examines the experiences of student facilitators of a guided peer support program for reducing and preventing stress and low mood in student participants. Benefits to student facilitators, anticipated and actual, include the development of skills and experience in group facilitation, and a greater sense of community and belonging. While challenges exist in establishing initiatives, peer support and mentoring programs can offer valuable benefits by increasing wellbeing and fostering skill development for both participants and student facilitators. It is important that university-based peer support programs consider the student facilitator experience in both program development and evaluation and ensure training addresses facilitator concerns, prepares students adequately for the role, and considers the benefits for individual professional development.