Feasibility and behavioral effects of an at-home multi-night sleep restriction protocol for adolescents / Dean W. BEEBE in Journal of Child Psychology and Psychiatry, 49-9 (September 2008)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 49-9 (September 2008) . - p.915-923 Titre : Feasibility and behavioral effects of an at-home multi-night sleep restriction protocol for adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Dean W. BEEBE, Auteur ; Gahan FALLONE, Auteur ; Neha GODIWALA, Auteur ; Matt FLANIGAN, Auteur ; David MARTIN, Auteur ; Laura SCHAFFNER, Auteur ; Raouf AMIN, Auteur Année de publication : 2008 Article en page(s) : p.915-923 Langues : Anglais (eng) Mots-clés : Adolescence attention executive-function pediatrics sleep-deprivation sleep-debt sleepiness teenagers Index. décimale : PER Périodiques Résumé : Background: Sleep deprivation is common among adolescents and has been associated with adverse behavioral and educational outcomes. However, it is difficult to draw strong causal conclusions because of a dearth of experimental sleep research. In part, this appears related to methodological challenges when working with this population. This study tested the feasibility and behavioral effects of a multi-night, at-home experimental sleep restriction protocol in a sample of adolescents. Methods: Twenty healthy adolescents aged 13.9–16.9 years were enrolled in a three-week sleep manipulation protocol using a counterbalanced cross-over experimental design. The protocol included a baseline week, followed in random order by a short sleep week (Monday–Friday nights limited to 6.5 hours time in bed) and an extended sleep week (10 hours lights-out time in bed Monday–Friday nights). Sleep was monitored via self-report and objective actigraphy. These were reviewed with participants and parents on the Saturdays at the end of each week, when parents and participants also completed behavior rating questionnaires. Results: One participant dropped out of the study, but each of the remaining 19 displayed markedly less sleep in the short sleep condition than the extended sleep condition (average nightly gap ∼2.5 hours). Data also reflected indirect effects of sleep deprivation that are consistent with an increase in homeostatic sleep drive. Compared to the extended sleep week, parents during the short sleep week reported that the participants displayed significantly greater problems with sleepiness, attention, oppositionality/irritability, behavior regulation, and metacognition. Participant self-report results were similar, though less robust. Conclusions: A multi-night, at-home sleep manipulation protocol for use with adolescents is indeed feasible. This study also provided the first experimental evidence that chronic sleep restriction during adolescence is causally related to a wide range of behavioral deficits. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.01885.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=558 [article] Feasibility and behavioral effects of an at-home multi-night sleep restriction protocol for adolescents [Texte imprimé et/ou numérique] / Dean W. BEEBE, Auteur ; Gahan FALLONE, Auteur ; Neha GODIWALA, Auteur ; Matt FLANIGAN, Auteur ; David MARTIN, Auteur ; Laura SCHAFFNER, Auteur ; Raouf AMIN, Auteur . - 2008 . - p.915-923. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 49-9 (September 2008) . - p.915-923 Mots-clés : Adolescence attention executive-function pediatrics sleep-deprivation sleep-debt sleepiness teenagers Index. décimale : PER Périodiques Résumé : Background: Sleep deprivation is common among adolescents and has been associated with adverse behavioral and educational outcomes. However, it is difficult to draw strong causal conclusions because of a dearth of experimental sleep research. In part, this appears related to methodological challenges when working with this population. This study tested the feasibility and behavioral effects of a multi-night, at-home experimental sleep restriction protocol in a sample of adolescents. Methods: Twenty healthy adolescents aged 13.9–16.9 years were enrolled in a three-week sleep manipulation protocol using a counterbalanced cross-over experimental design. The protocol included a baseline week, followed in random order by a short sleep week (Monday–Friday nights limited to 6.5 hours time in bed) and an extended sleep week (10 hours lights-out time in bed Monday–Friday nights). Sleep was monitored via self-report and objective actigraphy. These were reviewed with participants and parents on the Saturdays at the end of each week, when parents and participants also completed behavior rating questionnaires. Results: One participant dropped out of the study, but each of the remaining 19 displayed markedly less sleep in the short sleep condition than the extended sleep condition (average nightly gap ∼2.5 hours). Data also reflected indirect effects of sleep deprivation that are consistent with an increase in homeostatic sleep drive. Compared to the extended sleep week, parents during the short sleep week reported that the participants displayed significantly greater problems with sleepiness, attention, oppositionality/irritability, behavior regulation, and metacognition. Participant self-report results were similar, though less robust. Conclusions: A multi-night, at-home sleep manipulation protocol for use with adolescents is indeed feasible. This study also provided the first experimental evidence that chronic sleep restriction during adolescence is causally related to a wide range of behavioral deficits. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.01885.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=558

Practitioner Review: Effectiveness of indicated school-based interventions for adolescent depression and anxiety - a meta-analytic review / Brioney GEE in Journal of Child Psychology and Psychiatry, 61-7 (July 2020)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 61-7 (July 2020) . - p.739-756 Titre : Practitioner Review: Effectiveness of indicated school-based interventions for adolescent depression and anxiety - a meta-analytic review Type de document : Texte imprimé et/ou numérique Auteurs : Brioney GEE, Auteur ; Shirley REYNOLDS, Auteur ; Ben CARROLL, Auteur ; Faith ORCHARD, Auteur ; Tim CLARKE, Auteur ; David MARTIN, Auteur ; Jon WILSON, Auteur ; Laura PASS, Auteur Article en page(s) : p.739-756 Langues : Anglais (eng) Mots-clés : Adolescent  anxiety  depression  indicated interventions  school Index. décimale : PER Périodiques Résumé : BACKGROUND: Interest in delivering psychological interventions within schools to facilitate early intervention is increasing. However, most reviews have focused on universal or preventative programmes rather than interventions designed to decrease existing symptoms of depression or anxiety. This paper aims to provide a meta-analytic review of randomised controlled trials of indicated psychological interventions for young people aged 10-19 with elevated symptoms of depression and/or anxiety. METHODS: Eight electronic databases were systematically searched from inception to April 2019 for eligible trials. Study quality was assessed using two scales designed to evaluate psychotherapy intervention trials. Random effects meta-analyses were conducted separately for trials that recruited participants based on symptoms of depression and based on symptoms of anxiety. RESULTS: Data from 45 trials were analysed. Most interventions studied used cognitive and behavioural strategies. Few studies met methodological quality criteria, but effect size was not associated with study quality. Indicated school-based interventions had a small effect on reducing depression symptoms (SMD = .34, 95% CI -0.48, -0.21) and a medium effect on reducing anxiety symptoms (SMD = -.49, 95% CI -0.79, -0.19) immediately postintervention. Subgroup analyses indicated that interventions delivered by internal school staff did not have significant effects on symptoms. Reductions in depression were maintained at short-term (?6 months) but not medium (>6 months ? 12) or long-term (>12-month) follow-up. Reductions in anxiety symptoms were not maintained at any follow-up. CONCLUSIONS: Indicated school-based interventions are effective at reducing symptoms of depression and anxiety in adolescents immediately postintervention but there is little evidence that these reductions are maintained. Interventions delivered by school staff are not supported by the current evidence base. Further high-quality randomised controlled trials incorporating assessment of longer-term outcomes are needed to justify increased investment in school-based interventions for adolescent depression and anxiety. En ligne : http://dx.doi.org/10.1111/jcpp.13209 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429 [article] Practitioner Review: Effectiveness of indicated school-based interventions for adolescent depression and anxiety - a meta-analytic review [Texte imprimé et/ou numérique] / Brioney GEE, Auteur ; Shirley REYNOLDS, Auteur ; Ben CARROLL, Auteur ; Faith ORCHARD, Auteur ; Tim CLARKE, Auteur ; David MARTIN, Auteur ; Jon WILSON, Auteur ; Laura PASS, Auteur . - p.739-756. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 61-7 (July 2020) . - p.739-756 Mots-clés : Adolescent  anxiety  depression  indicated interventions  school Index. décimale : PER Périodiques Résumé : BACKGROUND: Interest in delivering psychological interventions within schools to facilitate early intervention is increasing. However, most reviews have focused on universal or preventative programmes rather than interventions designed to decrease existing symptoms of depression or anxiety. This paper aims to provide a meta-analytic review of randomised controlled trials of indicated psychological interventions for young people aged 10-19 with elevated symptoms of depression and/or anxiety. METHODS: Eight electronic databases were systematically searched from inception to April 2019 for eligible trials. Study quality was assessed using two scales designed to evaluate psychotherapy intervention trials. Random effects meta-analyses were conducted separately for trials that recruited participants based on symptoms of depression and based on symptoms of anxiety. RESULTS: Data from 45 trials were analysed. Most interventions studied used cognitive and behavioural strategies. Few studies met methodological quality criteria, but effect size was not associated with study quality. Indicated school-based interventions had a small effect on reducing depression symptoms (SMD = .34, 95% CI -0.48, -0.21) and a medium effect on reducing anxiety symptoms (SMD = -.49, 95% CI -0.79, -0.19) immediately postintervention. Subgroup analyses indicated that interventions delivered by internal school staff did not have significant effects on symptoms. Reductions in depression were maintained at short-term (?6 months) but not medium (>6 months ? 12) or long-term (>12-month) follow-up. Reductions in anxiety symptoms were not maintained at any follow-up. CONCLUSIONS: Indicated school-based interventions are effective at reducing symptoms of depression and anxiety in adolescents immediately postintervention but there is little evidence that these reductions are maintained. Interventions delivered by school staff are not supported by the current evidence base. Further high-quality randomised controlled trials incorporating assessment of longer-term outcomes are needed to justify increased investment in school-based interventions for adolescent depression and anxiety. En ligne : http://dx.doi.org/10.1111/jcpp.13209 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429

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