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Feasibility and acceptability of implementing the skills program, a group behavioral activation treatment for schools

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TitleInfo
Title
Feasibility and acceptability of implementing the skills program, a group behavioral activation treatment for schools
Name (type = personal)
NamePart (type = family)
Areizaga
NamePart (type = given)
Margaret J.
DisplayForm
Margaret Areizaga
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Chu
NamePart (type = given)
Brian C.
DisplayForm
Brian C. Chu
Affiliation
Advisory Committee
Role
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chair
Name (type = personal)
NamePart (type = family)
Bry
NamePart (type = given)
Brenna H.
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Brenna H. Bry
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Applied and Professional Psychology
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (qualifier = exact)
2014
DateOther (qualifier = exact); (type = degree)
2014-10
CopyrightDate (encoding = w3cdtf); (qualifier = exact)
2014
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
Anxiety and depression have been found to be highly comorbid and among the most commonly diagnosed disorders in youth. Research indicates that these disorders are generally left untreated, which increases risk for greater impairment and a longer course of psychological dysfunction. Cognitive behavioral therapy has been shown to be effective in treating youth internalizing problems, but most treatment manuals have focused on a single disorder. Transdiagnostic treatments, which focus on commonalities among disorders, may be more relevant to treating internalizing problems than standard treatment manuals. In particular, Behavioral Activation, which has been found to be a key ingredient in the treatment of depression, shows promise as a transdiagnostic treatment because of its parallel goals with exposure-based therapies for anxiety. Implementing these treatments in a school-based setting may serve to reduce the barriers to treatment and increase the number of youth receiving services for internalizing disorders. Before a treatment can be implemented in a school, a variety of acceptability and feasibility issues must first be assessed. The focus of the current study was to obtain feedback from a range of potential providers on the feasibility and acceptability of implementing a group behavioral activation treatment (GBAT), known as the SKILLS Program, in middle schools with children who have elevated levels of anxiety and/or depression. Eighteen professionals participated in the current study. Overall ratings indicated highly positive impressions of the therapist manual and workbook, and all subscales related to acceptability received close to maximum ratings. Feasibility ratings were routinely lower, indicating that respondents found that the time allotted for tasks may have been less than desirable and that some of the assigned tasks may have been challenging to accomplish in school settings. However, ratings were still above the midpoint rating, suggesting that respondents found the program overall feasible. Despite potential challenges, individual professionals felt positive about the implementation potential of GBAT. Discussion focuses on implications of study findings, potential ways to increase feasibility, further examination of open-ended feedback, as well as limitations of the study and suggestions for future research.
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Identifier (type = local)
rucore10001800001
Identifier
ETD_5950
Identifier (type = doi)
doi:10.7282/T33J3BD6
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (ix, 49 p. : ill.)
Note (type = degree)
Psy.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Margaret Areizaga
Subject (authority = RUETD)
Topic
Clinical Psychology
Subject (authority = ETD-LCSH)
Topic
Depression in adolescence--United States
Subject (authority = ETD-LCSH)
Topic
Anxiety in adolescence--United States
Subject (authority = ETD-LCSH)
Topic
Group psychotherapy
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Areizaga
GivenName
Margaret J.
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2014-09-29 16:35:33
AssociatedEntity
Name
Margaret Areizaga
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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ETD
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windows xp
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