A Novel Early Intervention for Preschool Depression: Findings from a Pilot Randomized Controlled Trial

Autor/inn/en	Luby, Joan; Lenze, Shannon; Tillman, Rebecca
Titel	A Novel Early Intervention for Preschool Depression: Findings from a Pilot Randomized Controlled Trial
Quelle	In: Journal of Child Psychology and Psychiatry, 53 (2012) 3, S.313-322 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9630
DOI	10.1111/j.1469-7610.2011.02483.x
Schlagwörter	Early Intervention; Investigations; Dropouts; Caregivers; Preschool Children; Patients; Effect Size; Depression (Psychology); Symptoms (Individual Disorders); Parents; Data Analysis; Evaluation Methods; Outcomes of Treatment; Child Psychology + Suchen Sie Ihr Suchwort? Untersuchung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Caregiver; Carer; Betreuungsperson; Pfleger; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Patient; Psychiatrische Symptomatik; Eltern; Auswertung; Kinderpsychologie
Abstract	Background: Validation for depression in preschool children has been established; however, to date no empirical investigations of interventions for the early onset disorder have been conducted. Based on this and the modest efficacy of available treatments for childhood depression, the need for novel early interventions has been emphasized. Large effect sizes (ES) for preschool psychotherapies for several Axis I disorders suggest that earlier intervention in depression may also be promising. Therefore, a novel form of treatment for preschool depression, Parent-Child Interaction Therapy Emotion Development (PCIT-ED) was developed and tested. Methods: A preliminary randomized controlled trial (RCT) was conducted comparing PCIT-ED to psycho-education in depressed 3- to 7-year-olds and their caregivers. A total of 54 patients met symptom criteria for DSM-IV major depressive disorder and were randomized, 19 patients completed the active treatment (n = 8 dropouts) and 10 completed psycho-education (n = 17 dropouts). Results: Both groups showed significant improvement in several domains, with PCIT-ED showing significance in a greater number of domains. An intent-to-treat analysis suggested that PCIT-ED was significantly more effective than psycho-education on executive functioning (p = 0.011, ES = 0.12) and emotion recognition skills (p = 0.002, ES = 0.83). Conclusions: The RCT proved feasible and suggests an individual control condition should be used in future trials to minimize differential dropout. These pilot data, although limited by power, suggest that PCIT-ED may be a promising early intervention for depression. Larger scale randomized controlled trials of PCIT-ED for depressed preschoolers are now warranted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10