{"id":{"repo_id":"duquesne","oai_identifier":"oai:dsc.duq.edu:etd-2040"},"canonical_url":"https://search.dev.ndltd.org/etd/duquesne/oai:dsc.duq.edu:etd-2040","repository":{"repo_id":"duquesne","name":"Duquesne","base_url":"https://dsc.duq.edu/do/oai/"},"display":{"title":"The Efficacy of Treating Adolescent Depression with Interpersonal Psychotherapy for Adolescents(IPT-A) in the School Setting","abstract":"Depression affects the lives of an estimated 2 to 8% of adolescents in the United States. This disturbance of mood impacts many facets of the individual's life, including the ability to participate in and benefit from educational experiences. School psychologists are challenged to find effective treatments for adolescents experiencing depression that can be delivered in a school setting. Interpersonal Psychotherapy for Adolescents (IPT-A; Mufson, Dorta, Moreau, & Weissman, 2004) has been found effective for adolescents in clinical settings as well as in urban, school-based clinics. Its use as an efficacious treatment with adolescent students in a traditional public school setting needs to be examined. The current study used a multiple-baseline design to measure the progress of four depressed adolescents in a public school setting with IPT-A treatment. Data was collected prior to intervention, weekly during intervention, after the intervention, and approximately three months later for follow-up. The adolescents, a parent, and a teacher responded to the Behavior Assessment System for Children (BASC-2; Reynolds & Kamphaus, 2004) rating scale before intervention, post-intervention, and at follow-up. The adolescents also responded to the Children's Depression Inventory (CDI; Kovacs, 1992) and a researcher-created rating to assess mood and social interaction. Each was administered on a weekly basis. Results indicated significant reduction in reported depressive symptoms, confirmation of IPT-A as an efficacious treatment for adolescent depression in the public school setting.","abstract_html":"Depression affects the lives of an estimated 2 to 8% of adolescents in the United States. This disturbance of mood impacts many facets of the individual's life, including the ability to participate in and benefit from educational experiences. School psychologists are challenged to find effective treatments for adolescents experiencing depression that can be delivered in a school setting. Interpersonal Psychotherapy for Adolescents (IPT-A; Mufson, Dorta, Moreau, & Weissman, 2004) has been found effective for adolescents in clinical settings as well as in urban, school-based clinics. Its use as an efficacious treatment with adolescent students in a traditional public school setting needs to be examined. The current study used a multiple-baseline design to measure the progress of four depressed adolescents in a public school setting with IPT-A treatment. Data was collected prior to intervention, weekly during intervention, after the intervention, and approximately three months later for follow-up. The adolescents, a parent, and a teacher responded to the Behavior Assessment System for Children (BASC-2; Reynolds & Kamphaus, 2004) rating scale before intervention, post-intervention, and at follow-up. The adolescents also responded to the Children's Depression Inventory (CDI; Kovacs, 1992) and a researcher-created rating to assess mood and social interaction. Each was administered on a weekly basis. Results indicated significant reduction in reported depressive symptoms, confirmation of IPT-A as an efficacious treatment for adolescent depression in the public school setting.","abstract_has_math":false,"creators":["Pasquinelli, Steven"],"institution":null,"degree_name":"PhD","degree_level":"Immediate Access","degree_discipline":"School Psychology","degree_department":null,"school":null,"contributors":["Tammy Hughes","Kara McGoey","Jeffrey Miller"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2009,"date_issued":"2009-01-01T08:00:00Z","date_published":"2009-01-01T08:00:00Z","updated_at":"2026-07-24T02:10:22Z","subjects":["Depression","Adolescents","IPT-A","Interpersonal","Treatment","Schools"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dsc.duq.edu/etd/1024","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Tammy Hughes","Kara McGoey","Jeffrey Miller"]},{"key":"dc:creator","label":"Author","values":["Pasquinelli, Steven"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-08-03T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Immediate Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["PhD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Depression","Adolescents","IPT-A","Interpersonal","Treatment","Schools"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dsc.duq.edu/etd/1024"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Depression affects the lives of an estimated 2 to 8% of adolescents in the United States. This disturbance of mood impacts many facets of the individual's life, including the ability to participate in and benefit from educational experiences. School psychologists are challenged to find effective treatments for adolescents experiencing depression that can be delivered in a school setting. Interpersonal Psychotherapy for Adolescents (IPT-A; Mufson, Dorta, Moreau, & Weissman, 2004) has been found effective for adolescents in clinical settings as well as in urban, school-based clinics. Its use as an efficacious treatment with adolescent students in a traditional public school setting needs to be examined. The current study used a multiple-baseline design to measure the progress of four depressed adolescents in a public school setting with IPT-A treatment. Data was collected prior to intervention, weekly during intervention, after the intervention, and approximately three months later for follow-up. The adolescents, a parent, and a teacher responded to the Behavior Assessment System for Children (BASC-2; Reynolds & Kamphaus, 2004) rating scale before intervention, post-intervention, and at follow-up. The adolescents also responded to the Children's Depression Inventory (CDI; Kovacs, 1992) and a researcher-created rating to assess mood and social interaction. Each was administered on a weekly basis. Results indicated significant reduction in reported depressive symptoms, confirmation of IPT-A as an efficacious treatment for adolescent depression in the public school setting."]},{"key":"dc:title","label":"Title","values":["The Efficacy of Treating Adolescent Depression with Interpersonal Psychotherapy for Adolescents(IPT-A) in the School Setting"]}]}],"canonical_facts":{"dc:contributor":["Tammy Hughes","Kara McGoey","Jeffrey Miller"],"dc:creator":["Pasquinelli, Steven"],"dc:date.available":["2018-08-03T07:00:00Z"],"dc:description.abstract":["Depression affects the lives of an estimated 2 to 8% of adolescents in the United States. This disturbance of mood impacts many facets of the individual's life, including the ability to participate in and benefit from educational experiences. School psychologists are challenged to find effective treatments for adolescents experiencing depression that can be delivered in a school setting. Interpersonal Psychotherapy for Adolescents (IPT-A; Mufson, Dorta, Moreau, & Weissman, 2004) has been found effective for adolescents in clinical settings as well as in urban, school-based clinics. Its use as an efficacious treatment with adolescent students in a traditional public school setting needs to be examined. The current study used a multiple-baseline design to measure the progress of four depressed adolescents in a public school setting with IPT-A treatment. Data was collected prior to intervention, weekly during intervention, after the intervention, and approximately three months later for follow-up. The adolescents, a parent, and a teacher responded to the Behavior Assessment System for Children (BASC-2; Reynolds & Kamphaus, 2004) rating scale before intervention, post-intervention, and at follow-up. The adolescents also responded to the Children's Depression Inventory (CDI; Kovacs, 1992) and a researcher-created rating to assess mood and social interaction. Each was administered on a weekly basis. Results indicated significant reduction in reported depressive symptoms, confirmation of IPT-A as an efficacious treatment for adolescent depression in the public school setting."],"dc:identifier":["https://dsc.duq.edu/etd/1024"],"dc:language":["English"],"dc:subject":["Depression","Adolescents","IPT-A","Interpersonal","Treatment","Schools"],"dc:title":["The Efficacy of Treating Adolescent Depression with Interpersonal Psychotherapy for Adolescents(IPT-A) in the School Setting"],"thesis:degree_discipline":["School Psychology"],"thesis:degree_level":["Immediate Access"],"thesis:degree_name":["PhD"]},"updated_at":"2026-07-24T02:10:22Z"}