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5 on both the co-primary outcomes with 90% power. Unique Entity ID: JSW1BB2N4EP3. The Test of Problem Solving-2 Adolescent (TOPS-2 Adolescent) assesses language-based, critical thinking abilities. The test kit also includes a Picture Book, which includes the picture stimuli for the test items. Advances in Psychological Assessment, Vol. Assesses critical thinking abilities based on the student's language strategies using logic and experience. Sarason, I. G., Levine, A. M., & Sarason, B. Assessing the impact of life changes. Bilingual Verbal Ability Tests.

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Reliability of the independent raters will be established initially by comparison with intervention quality and fidelity ratings from supervisors (see above). New York: Springer Pub. North Tonawanda, NY: Multi-Health Systems. We therefore identified an opportunity to test an additional component of the PRIDE intervention architecture—a classroom sensitization session led by school counsellors—by embedding a recruitment trial within a host intervention trial [32]. The Total Score was renamed the Problem Solving Index and calculated as a standard score with a mean of 100 and a standard deviation of 15. Revised Children's Manifest Anxiety Scale – 2nd Edition. New Delhi: Ministry of Health and Family Welfare, Government of India; 2018. Results: The findings also showed that problem solving skills are effective in reducing adolescent Internet addiction. Adaptive Behavior Inventory. In practice, it may be smaller than 0. 6) at the end of the intervention (ES = 0.

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The cost-effectiveness measure proposed here will be compared to similar school programs in the region and it will inform program replication, scalability, and financial sustainability. Article{Spence2003PreventingAD, title={Preventing adolescent depression: an evaluation of the problem solving for life program. Wechsler Adult Intelligence Scale – 4th Edition. Wechsler Intelligence Scale for Children – 4th Edition – Spanish. In addition to the publication of our findings in separate papers for each trial, we will share trial outcomes and implications with the participants and other stakeholder groups, including school principals and the local Department of Education in New Delhi. Social problem solving as a mediator of stress-related depression and anxiety in middle aged and elderly community residents. The average coefficient alpha ranges between. Indian J Community Med. Psychosocial theory and research on depression: An integrative framework and review. Pro Ed Qualifications Policy. A Comprehensive Evaluation of a Universal School-Based Depression Prevention Program for Adolescents. Stat Methods Med Res. Sullivan TR, White IR, Salter AB, Ryan P, Lee KJ. SAE: Serious adverse event.

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Peabody Picture Vocabulary Test – 3rd Edition. Parikh R, Sapru M, Krishna M, Cuijpers P, Patel V, Michelson D. "It is like a mind attack": stress and coping among urban school-going adolescents in India. Developmental Test of Motor Coordination – 6th Edition. Kashani, J. H., Carlson, G. A., Beck, N. C., Hoeper, E. W., Corcoran, C. M., McAllister, J. Trials volume 20, Article number: 568 (2019). Data collection, management, and analysis. Das JK, Salam RA, Lassi ZS, Khan MN, Mahmood W, Patel V, et al. Child STEPs in California: A cluster randomized effectiveness trial comparing modular treatment with community implemented treatment for youth with anxiety, depression, conduct problems, or traumatic stress. The same screening data will also serve as the baseline SDQ/Impact Supplement outcomes for eligible participants who are subsequently enrolled in the trial; baseline assessments for other outcome measures will be completed as soon as possible after completing consent procedures (ideally within 2 working days). In addition, adolescents who exhibited delinquency tendencies, as measured by the Jesness Inventory, showed a cognitive bias for generating ineffective solutions to hypothetical social problems. Newman, S. C., & Bland, R. Life events and the 1-year prevalence of major depressive episode, generalized anxiety disorder, and panic disorder in a community sample. We will estimate the incremental cost-effectiveness of the intervention relative to the control condition (enhanced usual care). Comprehensive Assessment of Spoken Language. The school-based research team will complete baseline outcome assessments with adolescents once all consent procedures are completed (within a target of ≤ 2 working days).

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"I wonder if my teddy bear floats? " The primary outcome will be analyzed using generalized estimating equations (GEE) with robust standard errors. All screening and outcome assessments will be undertaken using standardized self-report measures that have been translated into Hindi. The student identifies the main idea after listening to a passage read aloud and then must recall his background knowledge of the topic and process the overall meaning of the passage. A combination of top-down and ingredients-based costing approaches will be used to generate cost estimates for the whole package, and for each package component (e. g., counselling sessions and POD booklets), in the intervention and control arms. These will be collated to obtain assent/consent rates of adolescents and parents (and reasons for missing assent/consent); randomization rates (and reasons for randomization errors); completion rates of baseline and follow-up outcome assessments (and reasons for non-completion); and time lags between intended and completed assessments (and reasons for deviating from targets).

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Robust analysis of stepped wedge trials using cluster-level summaries within periods. Biological and social contributions to negative affect in young adolescent girls. Child and Adolescent Mental Health, 20(2), 94–101. Rorschach Inkblot Test. Teachers will be invited to participate in separate group sensitization meetings (up to 30 teachers at a time). Use of POD booklets will be assessed in each arm of the trial at 6- and 12-week follow-up using a brief adolescent-reported measure that asks about estimated frequency of home use and perceived helpfulness of POD booklets in the preceding 6 weeks. Click Title To View Components. We will get back to you within 24 hours with any applicable discounts and a formalized quote. The trial statisticians may conduct further analyses to test hypotheses generated from integration of the process evaluation and trial outcome data; these will necessarily be post hoc and identified as such in any subsequent publications. Kohrt BA, Jordans MJ, Rai S, Shrestha P, Luitel NP, Ramaiya MK, et al.

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The student must rely on grammar, vocabulary, and the semantics of the passage to comprehend the details. New validity studies demonstrate the test's ability to differentiate students with autism spectrum disorder from typically developing students. Singh K, Junnarkar M, Sharma S. Anxiety, stress, depression, and psychosocial functioning of Indian adolescents. Listening for Meaning. Parikh, R., Michelson, D., Malik, K. et al. Each sequence will be implemented over three consecutive 4-week intervals (excluding holidays and exam breaks). If effective, we will use the process and economic data to model the costs for scaling up the interventions across the school system in New Delhi. Participants' adherence to intervention activities and potential engagement challenges will be assessed using checklists within the same record forms, indicating whether or not the student completed practice exercises at home; used the POD booklets at home; brought the POD booklets to the session; and demonstrated understanding of POD booklets and session content.

Chang, E. Irrational beliefs and negative life stress: Testing a diathesis-stress model of depressive symptoms. Outline of Richard Paul's higher-order thinking skills. Analysis of the secondary and exploratory outcomes will also be undertaken using the GEE method. Millon Adolescent Clinical Inventory. Other outcomes will be the proportion of referrals eligible to participate in the host trial, proportion of self-generated referrals, and severity and pattern of symptoms among referred adolescents in each condition. Journal of Abnormal Child Psychology, 22, 487-500. Scholastic Abilities Test for Adults.

Comparison of indices of clinically meaningful change in child and adolescent mental health services: difference scores, reliable change, crossing clinical thresholds and 'added value'-an exploration using parent rated scores on the SDQ. These referrals will be drawn from the 70 classes sampled in the embedded recruitment trial, with additional participants recruited from the remaining 102 classes as needed. The frequency, quality and impact of life events in self-rated depressed, behavioral problem and normal children. This will be retained if there is evidence of effect modification by time. Maydeu-Olivares, A., & D'Zurilla, T. J. The adolescent-reported SDQ/Impact Supplement will be repeated at 6 and 12 weeks post-randomization, along with the parent-reported SDQ/Impact Supplement, and adolescent-reported Youth Top Problems (YTP) [43], Perceived Stress Scale-4 (PSS-4) [44] and Short Warwick-Edinburgh Mental Wellbeing Scale (SWEMWBS) [45]. Our return policy can be found here. Consenting participants (see section on consent procedures below) will be enrolled by researchers and randomized to the intervention or the control arm after baseline outcome assessments are completed. The test was subjected to diagnostic accuracy analyses, particularly rigorous techniques involving the computation of the receiver operating characteristic/area under the curve (ROC/AUC) statistic. The Social Language Development Test–Adolescent: Normative Update (SLDT-A: NU) assesses language-based social skills.

All costing will be estimated from the providers' perspective (the schools and the implementing partner Sangath); financial and economic costs will be calculated for all inputs (e. g., materials, training, supervision, staff time, overheads). The PRIDE (PRemIum for aDolEscents) research program involves linked studies in India with the goal to design and evaluate a scalable transdiagnostic intervention model that addresses common mental health problems (i. e., anxiety, depression, and conduct difficulties) in school-going adolescents. Consenting adolescents aged 18 years or older will be able to take part without permission from their parent/guardian. TOPS 2-Adolescent was developed to assess an adolescent's critical thinking performance within a standard environment - although a student's critical thinking performance may vary, depending on the environment, the information load, and personal factors. This item can be repeated, altered, or explained to show the student how to respond.

García-Escalera J, Chorot P, Valiente RM, Reales JM, Sandín B. Efficacy of transdiagnostic cognitive-behavioral therapy for anxiety and depression in adults, children and adolescents: A meta-analysis. PsychologyAsian journal of psychiatry. The primary objective of this two-armed, parallel-design, individually randomized controlled trial is to evaluate the effectiveness of a low-intensity, problem-solving intervention (intervention arm) in reducing adolescent-reported mental health symptoms and idiographic problems at 6 weeks post-randomization, compared with enhanced usual care (control arm), for adolescents with common mental health problems. Based on the research of Richard Paul, Art Costa, Jean Piaget, and Benjamin Bloom, these lessons help adolescents use deeper thinking to make personal decisions and think about the future. For adolescents younger than 18 years of age (minors), informed consent will be obtained from parents or guardians of the adolescents.

PRIDE was initiated in response to these national and global priorities, and challenges, for improving the quality and coverage of adolescent mental health interventions. If you have any additional questions before scheduling an appointment, please do not hesitate to contact the office.

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