Thesis

The promotion of resilience and prevention of depression : impact of classroom climate

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Awarding institution
  • University of Strathclyde
Date of award
  • 2009
Thesis identifier
  • T12418
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Abstract
  • This study evaluated the effectiveness of the Penn Resiliency Program (PRP), which teaches children cognitive-behavioural skills. Delivered by teachers to their whole class as a universal intervention, the aim was to reduce negative explanatory style and depression symptoms whilst enhancing positive explanatory style, self-esteem and problem solving skills. Broadening the literature on school based preventive interventions the impact of classroom climate on cognitive style and depression was assessed, including whether self-talk and self-esteem acted as mediators and whether implementation integrity factors moderated the effectiveness of the PRP. 221 children from primary 6 and primary 7 classes across 5 mainstream schools were randomly allocated by school to the PRP intervention cohort and wait-list control group. Teachers delivered the intervention after children completed self-report measures to assess explanatory style, dysfunctional attitudes, self-esteem, depression symptoms and classroom climate. Parents and teachers also completed a measure to assess children’s behaviour. Measures were repeated post-intervention and at 2-month follow-up. Hierarchical multiple regression analyses found no significant intervention effects on explanatory style, dysfunctional attitudes or depression symptoms although significant intervention effects were found on teacher reported externalising behaviour and children’s perceptions of classroom climate. One-way, within-subjects ANOVA did not identify significant intervention effects on depression symptoms at 2-month follow-up. Regression analyses found that a positive class climate significantly predicted lower negative self-talk, dysfunctional attitudes, depression symptoms and better peer relationships and global self-esteem. Implementation integrity did not moderate the effect on depression symptoms or class climate either post-intervention or follow-up. Insufficient time to practice PRP skills by two-month follow-up or untested implementation factors may have affected outcomes. The impact of the PRP on class climate, although the direction of the effect is unclear, is promising and may indicate that interventions designed to enhance classroom climate are useful tools to promote resilience and prevent symptoms of depression.
Advisor / supervisor
  • Kelly, Barbara, 1953-
  • Hunter, Simon C.
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