Search Articles

View query in Help articles search

Search Results (1 to 4 of 4 Results)

Download search results: CSV END BibTex RIS


Implementing a Digital Depression Prevention Program in Australian Secondary Schools: Cross-Sectional Qualitative Study

Implementing a Digital Depression Prevention Program in Australian Secondary Schools: Cross-Sectional Qualitative Study

The trial used a prevention version of the program (SPARX-R) that was delivered via a smartphone app. Skills learnt through SPARX-R include emotion identification, emotion regulation, behavioral activation (being active), recognizing and challenging unhelpful thoughts, and practical problem-solving. SPARX-R consists of seven 20-minute modules that are completed sequentially. The program is fully automated, and the therapeutic components are standardized. Students had access to SPARX-R for 6 weeks.

Joanne R Beames, Aliza Werner-Seidler, Michael Hodgins, Lyndsay Brown, Hiroko Fujimoto, Alexandra Bartholomew, Kate Maston, Kit Huckvale, Isabel Zbukvic, Michelle Torok, Helen Christensen, Philip J Batterham, Alison L Calear, Raghu Lingam, Katherine M Boydell

JMIR Pediatr Parent 2023;6:e42349

Factors That Help and Hinder the Implementation of Digital Depression Prevention Programs: School-Based Cross-sectional Study

Factors That Help and Hinder the Implementation of Digital Depression Prevention Programs: School-Based Cross-sectional Study

Correlation analyses showed that for the surveyed teachers, age (r=0.03, P=.79) and years of experience (r=0.02, P=.88) were not associated with beliefs about how helpful online mental health programs could be in addressing common mental health problems in young people. A similar pattern of results was found for counselors (r=–0.06, P=.57 and r=–0.05, P=.67, respectively).

Joanne R Beames, Lara Johnston, Bridianne O'Dea, Michelle Torok, Helen Christensen, Katherine M Boydell, Aliza Werner-Seidler

J Med Internet Res 2021;23(8):e26223