The Prevention And Intervention Of Adolescent Depression

Depression in adolescence is common worldwide. It has profound influence with adolescents’health, well-beings and the development of personality. The study examined grade and sex differences in vulnerability factors associated with adolescent depression from ecosystem perspective. Specifically, study1examined the development of adolescence parent-child attachment, emotion regulation strategy, school connectedness and to what extent can all these factors predict adolescent depression. Then study2examined the effect of Resourceful Adolescent Program on prevention of depression. Subjects in study1were from some middle school’s in grade1and grade2in Xiamen, in which there were52grade1students(41.6%),73grade2students(58.4%) and69males(55.2%),56females(44.8%), in a total number of125. The age range was from13to15years old. The study used Depression Subscale in SCL-90, Adolescent Attachment Questionnaire, Adolescent Daily Emotion Strategy Questionnaire and School Connectedness Scale to collect data. Subjects in study2came from the same school with Study1. In study2, there were48subjects in Experiment Group and44in Control Group, in a total number of92. The study put Experiment Group subjects to participate in Resourceful Adolescent Program and asked these two group subjects to finish the questionnaires before and after the prevention. The results are listed as follows,(1) Totally, adolescent parent-child attachment, emotion regulation strategy, school connectedness are significantly relative to depression.(2) Adolescent parent-child attachment, emotion regulation strategy, and school connectedness can significantly predict depression.(3) Both adolescent emotion regulation strategy and school connectedness mediate the relationship between parental-child attachment and depression.(4) There are sex differences in factors predict adolescent depression.(5) This study doesn’t find the prevention effects of RAP on adolescent depression, adolescent parent-child attachment or emotion regulation strategy.(6) RAP may have great influence on the improvement of adolescent school connectedness, especially teacher behavior and school inclusion.