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Annotated Bibliography

Jungbulth, N.J. & Shirk, S.R. (2009). Therapist strategies for building involvement in cognitive-

behavioral therapy for adolescent depression

This study included nine therapists who worked with a total of forty-two adolescents.

Each student met the criteria for a depressive disorder. The therapists and adolescents were all a

part of a school based clinic. The researchers were studying what the therapists could to in order

to make the patient be more involved in Cognitive Behavioral Therapy. Researchers knew that if

a patient attended the therapy sessions with little motivation and a lot of resistance, they would

not be as involved in Cognitive Behavioral Therapy. They tried to measure the initial readiness

so that their data reflected the involvement instead of their motivation level. The patient and

therapists were monitored for twelve sessions. The first session, the therapist was coded for

promoting Cognitive Behavioral Therapy. The researchers did this by finding ways in which the

therapists motivated the patient, the socialization within the session, and their experience. The

second session, the patient was coded for their involvement in the therapy. They did that by

looking for involvement in specific tasks, their behavior with prior therapists, initial resistance,

and predictive associations. Researchers found that the patients were more involved when the

therapist exhibited higher attentiveness to the patients home life, symptoms, past, and subjective

experiences. They also found that if there was less structure, a more relaxed setting, for the first

session, the patient was also more likely to be involved in Cognitive Behavioral Therapy. This is

because, getting experiences and motivation early on makes it easier for the therapist to

personalize the Cognitive Behavioral Therapy concepts.

The article was published in 2009, relatively recently. The researchers intended the

audience to be scholarly, it is meant to educate students and people seeking knowledge. The
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American Psychological Association, an associating that is relied on by many people who study

or practice psychology, published this article. It is featured in the Journal of Consulting and

Clinical Psychology which focuses on topics related to this article. Since the researchers took the

perspectives from both therapist and patient, there was no bias. They also took initial motivation

and resistance into consideration because that can affect the outcomes of the study. The study

was done to help therapists be more able to help clients open up and be more involved in their

treatment in order for them to progress. Cognitive behavioral therapy is an important tool that

patients can use to help regulate their thoughts and emotions. If they are not interested in being

involved in their treatment, they will not benefit from it. This article helps find what does and

does not work when trying to get patients involved in their treatment.

Van Baar, A.L., Bodden, D., Dekovi, M., & Stikkelbroek, Y. (2013). Effectiveness and cost

effectiveness of cognitive behavioral therapy (CBT) in clinically depressed adolescents:

Individual CBT versus treatment as usual (TAU) Biomed Central, 13(1), 1-20.

The researchers used Randomized Controlled Trials to measure the effectiveness of

cognitive behavioral therapy. They were also testing the cost effectiveness of cognitive

behavioral therapy. The population of the participants included 140 clinically depressed people

aging from twelve through twenty. The groups were split in half; seventy adolescents did

cognitive behavioral therapy and seventy of them did treatment as usual. The treatment as usual

was the researchers control group. The participants were assessed four times. These assessments

include before starting therapy, after therapy, and two follow-ups at six and twelve month past

therapy. There were two types of assessments. The first kind is depression diagnosis. The second
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kind measured symptoms, severity, improvement, functionality, life quality, use of drugs and

alcohol, parental influence, and comorbidity. They wanted to study the cost effectiveness as well.

This article was published in 2013 and has a lot of current value. The audience that was

meant to read this is scholars, specifically mental health professionals. BioMed Central

Psychiatry published the article. They are a reliable source for scholarly articles. The research

did not seem bias. There were limitations that they clearly stated. The study was done to provide

new research of depression and treatment of depression. The budget for mental healthcare is

becoming smaller so recognizing what is most effective can be helpful for families. The

downside of this article was they did not provide the findings of the study. The charts were not

fully completed and there was no answer to what they were trying to accomplish. The article

included many good statements and thoughts but it would be much more valuable to have their

final data.

Heyne, D., Ollendick, T. H., Sauter, F.M., Westenberg, P. M., & Van Widenfelt, B. M. (2014).

Developmentally sensitive cognitive behavioral therapy for adolescent school refusal:

Rationale and case illustration Clinical Child & Family Psychology Review, 17(2), 191-

215.

The researchers are studying @school program which is designed with a cognitive

behavioral therapy approach. The goal of the program is to give developmentally sensitive

treatment to the children. The study was done to see the effectiveness on the @school program

using Allison, a sixteen-year-old student who has generalized anxiety disorder and major

depressive disorder. Allison will be studied through sixteen therapy sessions that focus on her
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depression, anxiety, and her attendance at school. Her mother will also be studied through fifteen

of her own sessions that focus on strategies to keep Allison in school. There were also two

sessions with Allison and her mother together where they will talk about communication and

problem solving in attempts to cause less conflict between them. Throughout the treatment

process, Allison began going to school more. After treatment, Allison started to internalize her

emotions less and become more self-efficient. A two-month follow-up appointment indicated that

her improvements from treatment were maintained.

This article was published in the middle of 2014 and is still useful in research currently.

Researchers intended for this project to be studied and read by scholars. The publication which it

went through, Clinical Child & Family Psychology Review, is a reliable source that focuses on

subject matters such as this one. There was no clear bias, but if the researchers worked for the

@school program, then it would be reconsidered. The limitations were clear, one of them being

that they only studied one person. This study was done for two reasons, the first is to measure the

effectiveness of cognitive behavioral therapy and adolescents, the second is to explore options to

help kids stay in school. The article relates to more than just the effectiveness of cognitive

behavioral therapy, which is helpful for readers. Many subjects could use this article for a source

because it brings family dynamics, types of treatment, and school. It also raises academic

inquiries. For example, would the results be the same if the adolescent was a boy? The low

sample size was a limitation that was stated, but it can help students and scholars search for

answers.

Fergert, J., Gonzalez-Aracil, I., Koelch, M., Plener, P., Sprober, N., Straub, J., & Voit, A. (2013).

Innovations in practice: MICI, a brief cognitive-behavioral group therapy for adolescents

with depression- a pilot study of feasibility in an inpatient facility Child and Adolescent

Mental Health, 18(4), 247-250.

The researchers start the article by saying that cognitive behavioral therapy is an effective

way to treat adolescents with depression. A less costly form of treatment is group therapy. The

researchers were studying whether or not it actually helped the patients. The study involved four

group sessions that were lead by a therapist using the Manualized Intervention to Cope with

depressive symptoms, Help strengthen resources, and Improve emotion regulation (MICHI).

Nine adolescents participated in the study, five women and four men. They were all admitted into

an inpatient treatment facility. Four of them had experienced therapy outside of the facility

before arriving. The results were gathered through questionnaires, pretests and posttests,

attendance, evaluation of the therapists, and suicidal ideation. Four adolescents attended all four

group sessions, four of them missed one group session, and one adolescent miss two group

sessions. The overall results were that the participants showed improvement in their moods and

emotional regulation. Researchers would like to improve the study in areas such as attendance

and changing it to five group sessions instead of four.

This study was conducted in 2014 in Germany. The year is current but the differences in

countries might make the results different if the same test was done in the USA. Child and

Adolescent Health is the journal in which the article was published. It is a reliable source for the

intended audience, scholars. There was no known bias. In the acknowledgements, it states who

funded the project and that the researchers declared no alternative motive or bias for the research

that took place. The study was done to see if the cognitive behavioral group therapy was as

effective as sessions with a primary therapist. The results could assist families who have

adolescents with depression find effective and less expensive treatment. There is a large
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difference between an inpatient setting and seeing a therapist one on one. If the article was just

for inpatient it would be considered more credible than if it was considered for all types of

treatment. Circumstances are always different once a patient leaves inpatient treatment.

Chorot, P., Garcia-Escalera, J., Reales, J.M., Sadin, B., & Valiente, R. (2016), Efficacy of

transdiagnostic cognitive-behavioral therapy for anxiety and depression in adults,

children, and adolescents: A meta-analysis Revista de Psicopatologia y Psicologia

Clinica, 21(3), 147-175.

The study researched the effectiveness transdiagnostic cognitive behavioral therapy.

Being transdiagnostic means that the person has multiple diagnoses. In this study, there were

children, adolescents, and adults where were all transdiagnostic with depression and anxiety. The

researchers tested the efficiency of the transdiagnostic cognitive behavioral therapy using a

model of random effects and comparing pre-treatment and post-treatment data. The

transdiagnostic cognitive behavioral therapy was most effective on the adults, but was still

moderately effective on the children and adolescents. There were no significant differences

between the transdiagnostic cognitive behavioral therapy and the singular diagnostic cognitive

behavioral therapy. The results did indicate that the transdiagnostic cognitive behavioral therapy

was effective for treating adults, adolescents, and children.

This article was published less than four months ago, on December first, 2016. It was

published by Revista de Psicopatologia y Psicologia Clinica, a journal in Spain that covers topics

on abnormal psychology and mental health service. The only concern with that is the language

barrier. The article was translated from Spanish to English which could cause some
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interpretations to be inaccurate. The researchers and publishers meant for this article to be read

by scholars who were interested in transdiagnosis, cognitive behavioral therapy, depression,

anxiety, and the differences in treatment between adults, adolescents, and children. This study

was done to measure the effectiveness of cognitive behavioral therapy when a patient has been

diagnosed with multiple mental illnesses. The comparisons between age groups will be valuable

to readers and researchers alike. There did not seem to be any blatant bias.

Ani, C., Ajuwon, A., Bella-Awusah, T., & Omigbodun, O. (2016). Effectiveness of brief school-

based, cognitive behavioral therapy for depressed adolescents in south west nigeria Child

and Adolescent Mental Health, 21(1), 44-50.

This study researches the effectiveness of cognitive behavioral therapy for adolescents

with depression in a school-based organization in Nigeria. There is research on cognitive

behavioral therapy that is not school-based but not much that is. Participants had to meet the

requirement of an 18 on the Beck Depression Inventory. Forty students were selected from two

schools, twenty adolescents from each school. The students were involved in the cognitive

behavioral therapy program through the school weekly, for five consecutive weeks. To find

results, the researchers had the forty students retake the Beck Depression Inventory and also had

them fill out the Short Mood and Feelings Questionnaire and the Impact Supplement of the

Strengths and Difficulties Questionnaire. The researchers found that not only was the school-

based program more effective, but the students in it continued to improve after treatment.

This study was published in early 2016 and was conducted in south west Nigeria. The

time that it was published is ideal. The location may have a factor on whether or not some of
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aspects of the research correlates with other studies or patterns done in the United States. The

article was published in Child and Adolescent Mental Health which focuses on a wide variety of

topics that fit into child and adolescent mental health categories. There was no obvious bias but

there could have been some bias that was unintended. Researchers might have wanted the

cognitive behavioral therapy to work instead of just studying the actual outcome. The research

that was done can be used to help schools come up with new, effective, ways to help their

students who suffer from depression. It was conducted so researchers, scholars, and mental

healthcare providers have a better understanding of how to treat depression effectively.

Garber, J., Hautzinger, M., Martin, N., & Possel, P. (2013). A randomized controlled trial of a

cognitive-behavioral program for the prevention of depression in adolescents compared

with nonspecific and non-intervention control conditions Journal of Counseling

Psychology, 60(3), 432-438.

This study consisted of five hundred eighteen students. The students were divided into

three groups. These groups included a cognitive-behavioral therapy group (consisting of 166

students), nonspecific control group (consisting of 175 students), and a no intervention control

group (consisting of 177 students). The cognitive-behavioral therapy group and the nonspecific

control group participated in ninety minute, individual therapy sessions. The cognitive-

behavioral therapy group conducted the session in a way that incorporated cognitive-behavioral

therapy, the nonspecific control group did not. The groups did these weekly appointments during

school for ten consecutive weeks. The results were tested using the Childrens Depression

Inventory as their baseline from when the adolescents had begun therapy. The researchers then

compared those results at four, eight, and twelve months post-treatment. After just four months,
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the cognitive-behavioral therapy group had lowered their Childrens Depression Inventory score

significantly compared to the nonspecific therapy group.

This study, which was recently conducted in 2013, was published by the American

Psychological Association. The American Psychological Association is a reliable, credible,

scholarly association that is well known by not just psychologists, but also scholars, teachers,

and students who are interested in the field. It was published in the Journal of Counseling

Psychology which is a journal that publishes articles that are related to psychological illnesses

and the treatment of them through counseling. There was no apparent bias. The purpose of the

article was to compare individual cognitive-behavioral therapy to individual nonspecific therapy

and a non-intervention group. There was no apparent bias. The article can be of use to scholars

and researchers because it measures the effectiveness compared to other types of therapy. It can

be used for therapists who are exploring different types of therapy for a client as well.

Anderson, N. L., Asarnow, J. R., Berk, M., & Hughes, J. L., (2015). The SAFETY program: A

treatment-development trial of a cognitive behavioral family treatment for adolescent

suicide survivors Journal of Clinical Child & Adolescent Psychology, 44(1), 194-203.

The SAFETY program was designed to integrate with services given in an emergency for

a youth attempting suicide. The study consisted of adolescents with ages eleven through eighteen

who had attempted suicide in the past three months. The adolescents either used cognitive

behavioral therapy through the SAFETY program, or treatment as usual. They participated in a

twelve-week trial of the program. It is meant to decrease the risk of suicide attempts and increase

safety through family intervention using cognitive behavioral therapy. The parents and
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adolescents both received separate therapy sessions and groups as a family. During the sessions,

the adolescents and parents learned about skills through cognitive behavioral therapy that can be

used to prevent suicide attempts. The results were found by comparing the baseline test of the

Diagnostic Interview Schedule for Children and Adolescents after three and six months post

treatment. Researchers found most significant improvement in the cognitive behavioral therapy

group in categories such as hopelessness, depressive symptoms in the adolescents and their

parents, and the social adjustment scale.

This article was published recently, in early 2015 in the Journal of Clinical Child and

Adolescent Psychology. Publishers such as the American Psychological Association have gone

through this journal. It is well known and widely used in the psychology field of study and

practice. There might have been some bias in this study because they were trying to see if a

program worked. The researchers might have manipulated the questions they asked the patients

without realizing it. The purpose of the article was to test the effectiveness of the SAFETY

program, which uses cognitive behavioral therapy, in adolescents who have attempted suicide.

The article can also be used as a way to help families and therapists discover new ideas for which

they can prevent suicide attempts in adolescents. This can relate to further research and studies

by comparing the SAFETY program to other programs that use a specific type of therapy as well.

Gau, J. M., Rohde, P., Seeley, J. R., & Stice, E. (2008). Brief cognitive-behavioral depression

prevention program for high-risk adolescents outperforms two alternative interventions:

A randomized efficacy trial Journal of Consulting and Clinical Psychology, 76(4), 595-

606.
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This research studied the effectiveness of cognitive behavioral therapy. There were 341

male participants with an average age of 15.6 years old. All the participants had depressive

symptoms and deemed high-risk. They were split into four treatment groups. These groups

included group cognitive behavioral therapy, group supportive-expression, assessment only, and

bibliotherapy. The adolescents went to one hour group sessions once a week, for six weeks. In a

six-month follow-up, the cognitive-behavioral group had made the most significant progress. The

bibliotherapy and supportive-expression groups also had a reduction in depressive symptoms, but

not as much as the cognitive-behavioral group.

This article is older than the others that have been read but it is still valuable. Published in

2008 through the American Psychological Association, it was published in the Journal of

Consulting and Clinical Psychology. The title of the article gives away what happens in the study

which may be based off bias. Due to the lack of female participation, there may be bias there as

well. The results may have varied if they were included. It also had types of therapy that are not

widely used and were more likely not to help as much as cognitive behavioral therapy. The study

was conducted to see if cognitive behavioral therapy was as effective, or more effective, than two

other types of treatment and a nontreatment control group. The hypothesis was supported after

the data was collected. The intended audience, scholars, will be able to use this study as a tool for

learning and possibly further study this topic.

Bru, L, Idsoe, T., & Solholm, R. (2013). Participants experiences of an early cognitive

behavioral intervention for adolescents with symptoms of depression Emotional and

Behavioural Difficulties, 18(1), 24-43.

This study was conducted because there is much variability in the outcomes of other

studies done involving cognitive behavioral therapy. Most other studies conclude that it is helpful

but the researchers want to know what parts of cognitive behavioral therapy is the most effective.

The research included nine participants who were interviewed about the effectiveness of specific

parts of cognitive behavioral therapy. The results showed that the cognitive therapy tools were

the most effective, but could be difficult to use at certain times or situations. Other beneficial

tools that researchers concluded include behavioral activation, relationships, and psycho-

education. There were two components of cognitive behavioral therapy that the participants did

not have a general pattern of experiences. Those include the therapy homework assignments

given to them and relaxation techniques. The part that reflected negatively with almost all the

patients was the guilt they feel during the intervention for having depression. Overall, the

researchers concluded, based off of their interviews, which components were the most helpful.

The study was done in 2013 by a group of professors and researchers from Norway. Their

research was published in Emotional and Behavioural Difficulties, a journal that is resourceful

for students, professors, therapists, or other researchers. There was no bias, it all seemed to be

based out of curiosity. It is a unique perspective on the effectiveness of cognitive behavioral

therapy. Instead of asking whether or not cognitive behavioral therapy is effective, the

researchers asked what makes it effective. This study, meant to be read by scholars, is thought

provoking and can be used in many different ways such as a tool for therapists or a prompt for

more research.