Afterschool Mentoring Program for Depression

Overseen By Katherine Hendel

Age: Any Age

Sex: Any

Trial Phase: Academic

Sponsor: University of Minnesota

Disqualifiers: Substantial cognitive impairment

No Placebo Group All trial participants will receive the active study treatment (no placebo)

Compensation: Varies

Number of Visits: Unknown

What You Need to Know Before You Apply

What is the purpose of this trial?

This trial explores a new afterschool program called After School Plus, designed to help middle school students showing signs of depression, particularly in under-resourced communities. The program pairs students with college-aged mentors who use techniques to boost mood and promote physical activity. The trial will compare the effectiveness of this program to a regular afterschool setup. Ideal candidates are middle schoolers already enrolled in their school's afterschool program. As an unphased trial, this study provides students the opportunity to benefit from innovative support and mentorship.

Will I have to stop taking my current medications?

The trial information does not specify whether participants need to stop taking their current medications.

What prior data suggests that this mentoring program is safe for youth?

Research has shown that afterschool programs can provide a safe and supportive environment for young people, particularly those experiencing depression and anxiety. One study found that children in these programs enjoyed the activities and demonstrated improved mental health. However, excessive participation can lead to stress and anxiety due to feeling overwhelmed. Overall, evidence suggests that well-organized afterschool programs, such as the After School Plus intervention, are generally well-received by students and can offer a positive experience. ^{1 2 3 4 5}

Why are researchers excited about this trial?

Researchers are excited about the Afterschool Mentoring Program for Depression because it takes a unique approach by integrating mental health support directly into students’ after-school activities. Unlike traditional treatments for depression, which often involve medication or therapy sessions outside of school, this program uses an environment familiar to students, potentially making it more accessible and less stigmatizing. Additionally, by embedding support within a routine part of the students' day, it aims to provide continuous, real-time assistance, which could lead to more immediate and lasting improvements in mental health. This innovative approach could bridge the gap between mental health services and the school environment, offering a practical solution for young people facing depression.

What evidence suggests that this mentoring program is effective for depression?

Research has shown that after-school programs can help reduce depression symptoms in young people. One study found that kids who joined these programs felt very satisfied and experienced less anxiety and depression. Organized activities and mentors can benefit mental health. In this trial, the After School Plus program, which participants at School A and School B will experience at different times, uses a method called behavioral activation. This method helps students understand how their actions affect their mood, encouraging activities that boost mood, like exercise. Early results suggest this approach could be especially helpful for young people in communities with fewer resources. ^{1 3 6 7 8}

Who Is on the Research Team?

Katherine Hendel

Principal Investigator

University of Minnesota

Are You a Good Fit for This Trial?

This pilot study is for middle school students in a low-resource community who may be experiencing symptoms of depression and declines in physical activity, especially following the COVID-19 pandemic. The program aims to engage these youth through an augmented afterschool initiative.

Inclusion Criteria

Parent of a student enrolled in the study

Mentor in the after school plus program

Staff member affiliated with the after school program at a participating middle school

Exclusion Criteria

I do not have significant cognitive issues that prevent me from completing study tasks.

Timeline for a Trial Participant

Screening

Participants are screened for eligibility to participate in the trial

2-4 weeks

Initial Program Phase

Middle school students participate in the after school program as usual

4 months

Regular after school sessions

Enhanced Program Phase

Middle school students participate in the augmented after school program with mentoring

4 months

Regular after school sessions with mentoring

Follow-up

Participants are monitored for attendance, depression symptoms, and activity levels

8 months

What Are the Treatments Tested in This Trial?

Interventions

• After School Plus

Trial Overview The trial tests 'After School Plus', a mentoring-based afterschool program designed to improve adolescent mental health and increase physical activity using behavioral activation principles, with college students as mentors.

How Is the Trial Designed?

Group I: School B Experimental Treatment 1 Intervention

Middle school students at School B who participate in the after school program. They will receive after school plus in months 1-4, followed by after school as usual in months 5-8.

Group II: School A Experimental Treatment 1 Intervention

Middle school students at School A who participate in the after school program. They will receive after school as usual in months 1-4, followed by after school plus in months 5-8.

Who Is Running the Clinical Trial?

University of Minnesota

Lead Sponsor

Trials

1,459

Recruited

1,623,000+

Published Research Related to This Trial

A study involving 151 teachers across eight high schools in Scotland found that a psychoeducational intervention did not improve teachers' ability to recognize clinical depression in their adolescent students, despite all teachers receiving training on the topic.

The research involved reporting on 2262 pupils who were independently screened for depression, highlighting the ongoing challenges in effectively identifying depressive symptoms in adolescents within educational settings.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Improving the recognition of depression in adolescence: can we teach the teachers? Moor, S., Maguire, A., McQueen, H., et al.[2015]

The study involved 255 middle and high school students from low-income families in South Korea and found that parental neglect is linked to increased depression among these adolescents.

Satisfaction with a mentorship program was shown to moderate the relationship between neglect and depression, suggesting that effective mentorship can help improve mental health outcomes for low-income students, especially in the aftermath of COVID-19.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

The Role of a Mentorship Program on the Relationship between Neglect and Depression among Adolescents in Low-Income Families. Lee, J., Allen, J., Lim, H., et al.[2021]

Screening for depression in schools can identify students in need of help, with a 'numbers-needed-to-screen' of 31, meaning that for every 31 students screened, one successfully receives treatment.

Psychological interventions for treated students showed a moderate effect size of 0.55, indicating that these interventions can effectively reduce depressive symptoms in children and adolescents, although more research is needed to assess the long-term effects and compare different types of therapies.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Screening and early psychological intervention for depression in schools : systematic review and meta-analysis. Cuijpers, P., van Straten, A., Smits, N., et al.[2018]

A systematic review of 42 randomized controlled trials found that school-based programs, particularly those using cognitive behavioral therapy (CBT), are effective in reducing depressive symptoms in students, especially those already showing elevated levels of depression.

The effectiveness of these programs varied widely, with effect sizes ranging from 0.21 to 1.40, and programs led by teachers or those using attention control conditions showed fewer significant effects, highlighting the need for further research in these areas.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Systematic review of school-based prevention and early intervention programs for depression. Calear, AL., Christensen, H.[2022]

The group mentoring program significantly improved social problem-solving skills in children aged 8 to 12 and reduced both externalizing and internalizing behavior problems, based on reports from parents.

With only a 7% dropout rate, the study suggests that integrating cognitive behavioral techniques into community mental health services can enhance the effectiveness of existing treatments for children.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Cognitive Behavioral Principles Within Group Mentoring: A Randomized Pilot Study. Jent, JF., Niec, LN.[2021]

An 8-week school-based coping skills program significantly reduced depressive symptoms and academic stress in 120 Indian adolescents with subclinical depression, showing lasting effects at a 3-month follow-up.

The program also improved social problem-solving and coping skills, indicating its potential as an effective intervention for addressing mental health issues in adolescents.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Efficacy of an indicated intervention program for Indian adolescents with subclinical depression. Singhal, M., Munivenkatappa, M., Kommu, JVS., et al.[2019]

An 8-week cognitive-behavioral group intervention led by school nurses significantly reduced depressive symptoms among high school students, particularly in females, compared to a control group.

The program not only helped decrease depression but also enhanced the range of coping strategies among students, demonstrating the effectiveness of school-based mental health interventions.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

School-based intervention to promote coping in rural teens. Lamb, JM., Puskar, KR., Sereika, SM., et al.[2022]

A systematic review identified eight studies of internet-based programs for treating anxiety and depression in children and adolescents, with most interventions based on cognitive behavior therapy.

Six out of eight studies reported reductions in symptoms of anxiety and/or depression after the interventions, indicating early support for the effectiveness of these online programs, although more rigorous research is needed to confirm these findings.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Review of internet-based prevention and treatment programs for anxiety and depression in children and adolescents. Calear, AL., Christensen, H.[2022]

Participation in mentoring programs significantly reduced depressive symptoms among 2003 youth, indicating that mentoring can be beneficial for mental health.

The quality of the mentoring relationship was linked to changes in depressive symptoms, suggesting that mentors should be trained to build strong relationships, especially with youth who have higher baseline depressive symptoms.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Mentoring and depressive symptoms of youth: Examining prospective and interactive associations with mentoring relationship quality. Browne, R., Jarjoura, GR., Keller, TE., et al.[2023]

Citations

1. pmc.ncbi.nlm.nih.gov pmc.ncbi.nlm.nih.gov/articles/PMC5318297/

Leveraging After School Programs to Minimize Risks for ... Rates of anxiety and depression symptoms were high, and youth reported high satisfaction with the activities. Results suggest promise of this model for mental ...

2. journals.plos.org journals.plos.org/plosone/article?id=10.1371/journal.pone.0321048

The influence of after-school tutoring on the mental health of ... After-school tutoring leads to depressive emotions in students through sleep deprivation, playing a partial mediating effect (Z = 2.785, p < 0.05). Academic ...

3. pmc.ncbi.nlm.nih.gov pmc.ncbi.nlm.nih.gov/articles/PMC12096628/

Evaluation of a school-based depression prevention ... This study aims to evaluate the effectiveness of the adapted indicated prevention program 'At Full Force – Special Needs Education' for adolescents attending ...

4. journals.plos.org journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0321048&type=printable

The influence of after-school tutoring on the mental health of ... After-school tutoring leads to depressive emotions in students through sleep deprivation, playing a partial mediating effect. (Z= 2.785, p< 0.05) ...

5. researchgate.net researchgate.net/publication/6508895_School-Based_Prevention_of_Depressive_Symptoms_A_Randomized_Controlled_Study_of_the_Effectiveness_and_Specificity_of_the_Penn_Resiliency_Program

(PDF) School-Based Prevention of Depressive Symptoms Findings varied by school. In 2 schools, PRP significantly reduced depressive symptoms across the follow-up relative to both CON and PEP. In the ...

6. afterschoolalliance.org afterschoolalliance.org/documents/The-Latest-Research-on-the-Impact-of-Afterschool-and-Summer-Programs-2024.pdf

The-Latest-Research-on-the-Impact-of- ... symptoms of depression (17 percent).31 Afterschool and summer programs provide a safe and supportive environment for young people, from the caring adults ...

7. nea.org nea.org/nea-today/all-news-articles/study-too-many-enrichment-activities-harm-mental-health

Study: Too Many Enrichment Activities Harm Mental Health Too many enrichment activities can result in an “overscheduled” student, and that can have adverse effects—namely heightened stress and anxiety ...

8. afterschoolalliance.org afterschoolalliance.org/afterschoolsnack/The-latest-research-on-the-impact-of-afterschool-and-summer_09-30-2024.cfm

The latest research on the impact of afterschool and ... A new Afterschool Alliance brief documenting afterschool and summer programs' positive impact on students' engagement in school, school-day attendance, ...