Evidence map›Paper›PMID 29048969›Full record

Trial reportAmerican journal of public health2017

School-Based Curriculum to Improve Depression Literacy Among US Secondary School Students: A Randomized Effectiveness Trial.

Karen Swartz, Rashelle J Musci, Mary Beth Beaudry, Kathryn Heley, Leslie Miller, Clarissa Alfes, Lisa Townsend, Graham Thornicroft, Holly C Wilcox

Registry-linked trialOpen access · greenAbstract readRandomized Controlled Trial
PubMed Full text at PMC Publisher
In one paragraph

Trial report in American journal of public health, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT02099305 (Impact of Increasing Adolescent Depression Literacy on Treatment-Seeking Behavior), which is not on this map. Cited by 19 papers, 5 of them syntheses that pooled it.

0numbers the graph read from it
0cells of the map it votes in
19citing papers in PubMed, 5 pooled it
9.0field-weighted citation impact, top 2% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

NCT02099305 nacompletednot on this map

Impact of Increasing Adolescent Depression Literacy on Treatment-Seeking Behavior

TypeinterventionalSponsorJohns Hopkins UniversityRan2012 to 2015Enrolled17,000ConditionsAdolescent - Emotional Problem, Depression, Prevention Harmful EffectsArmsAdolescent Depression Awareness Program (ADAP)
3 · Its place in the literature

Who cites it

19 citing papers in PubMed, 5 syntheses or guidelines pooled it, 69 citations in OpenAlex.

  1. Promoting Mental Health Literacy of 13-16-Year-Old Students: A Systematic Review.International journal of environmental research and public health · 2025
    Pooled it
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  6. Trial
  7. Gender Differences in Depression Literacy and Stigma After a Randomized Controlled Evaluation of a Universal Depression Education Program.The Journal of adolescent health : official publication of the Society for Adolescent Medicine · 2019
    Trial
  8. Trial
  9. Article
  10. Article
  11. Article
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  14. Promotion of Mental Health Literacy in Adolescents: A Scoping Review.International journal of environmental research and public health · 2021
    Article
  15. Review
  16. The Youth Aware of Mental Health Intervention: Impact on Help Seeking, Mental Health Knowledge, and Stigma in U.S. Adolescents.The Journal of adolescent health : official publication of the Society for Adolescent Medicine · 2020
    Article
  17. Review
  18. Article
  19. Feasibility and Acceptability of the Youth Aware of Mental Health (YAM) Intervention in US Adolescents.Archives of suicide research : official journal of the International Academy for Suicide Research
    Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

9 authors at 1 institution in 1 country.

Karen SwartzKaren Swartz, Mary Beth Beaudry, Leslie Miller, Clarissa Alfes, Lisa Townsend, and Holly C. Wilcox are with the Department of Psychiatry & Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, MD. Rashelle J. Musci is with the Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, Baltimore. Kathryn Heley is with the Department of Health Policy and Management, Johns Hopkins Bloomberg School of Public Health. Graham Thornicroft is with the Centre for Global Mental Health, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK.
Rashelle J MusciKaren Swartz, Mary Beth Beaudry, Leslie Miller, Clarissa Alfes, Lisa Townsend, and Holly C. Wilcox are with the Department of Psychiatry & Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, MD. Rashelle J. Musci is with the Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, Baltimore. Kathryn Heley is with the Department of Health Policy and Management, Johns Hopkins Bloomberg School of Public Health. Graham Thornicroft is with the Centre for Global Mental Health, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK.
Mary Beth BeaudryKaren Swartz, Mary Beth Beaudry, Leslie Miller, Clarissa Alfes, Lisa Townsend, and Holly C. Wilcox are with the Department of Psychiatry & Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, MD. Rashelle J. Musci is with the Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, Baltimore. Kathryn Heley is with the Department of Health Policy and Management, Johns Hopkins Bloomberg School of Public Health. Graham Thornicroft is with the Centre for Global Mental Health, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK.
Kathryn HeleyKaren Swartz, Mary Beth Beaudry, Leslie Miller, Clarissa Alfes, Lisa Townsend, and Holly C. Wilcox are with the Department of Psychiatry & Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, MD. Rashelle J. Musci is with the Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, Baltimore. Kathryn Heley is with the Department of Health Policy and Management, Johns Hopkins Bloomberg School of Public Health. Graham Thornicroft is with the Centre for Global Mental Health, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK.
Leslie MillerKaren Swartz, Mary Beth Beaudry, Leslie Miller, Clarissa Alfes, Lisa Townsend, and Holly C. Wilcox are with the Department of Psychiatry & Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, MD. Rashelle J. Musci is with the Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, Baltimore. Kathryn Heley is with the Department of Health Policy and Management, Johns Hopkins Bloomberg School of Public Health. Graham Thornicroft is with the Centre for Global Mental Health, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK.
Clarissa AlfesKaren Swartz, Mary Beth Beaudry, Leslie Miller, Clarissa Alfes, Lisa Townsend, and Holly C. Wilcox are with the Department of Psychiatry & Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, MD. Rashelle J. Musci is with the Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, Baltimore. Kathryn Heley is with the Department of Health Policy and Management, Johns Hopkins Bloomberg School of Public Health. Graham Thornicroft is with the Centre for Global Mental Health, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK.
Lisa TownsendKaren Swartz, Mary Beth Beaudry, Leslie Miller, Clarissa Alfes, Lisa Townsend, and Holly C. Wilcox are with the Department of Psychiatry & Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, MD. Rashelle J. Musci is with the Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, Baltimore. Kathryn Heley is with the Department of Health Policy and Management, Johns Hopkins Bloomberg School of Public Health. Graham Thornicroft is with the Centre for Global Mental Health, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK.
Graham ThornicroftKaren Swartz, Mary Beth Beaudry, Leslie Miller, Clarissa Alfes, Lisa Townsend, and Holly C. Wilcox are with the Department of Psychiatry & Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, MD. Rashelle J. Musci is with the Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, Baltimore. Kathryn Heley is with the Department of Health Policy and Management, Johns Hopkins Bloomberg School of Public Health. Graham Thornicroft is with the Centre for Global Mental Health, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK.
Holly C WilcoxKaren Swartz, Mary Beth Beaudry, Leslie Miller, Clarissa Alfes, Lisa Townsend, and Holly C. Wilcox are with the Department of Psychiatry & Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, MD. Rashelle J. Musci is with the Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, Baltimore. Kathryn Heley is with the Department of Health Policy and Management, Johns Hopkins Bloomberg School of Public Health. Graham Thornicroft is with the Centre for Global Mental Health, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK.
Johns Hopkins University · US

Funding

Impact of Increasing Adolescent Depression Literacy on Treatment-Seeking BehaviorR01MH095855 · NIMH · JOHNS HOPKINS UNIVERSITY · PI WILCOX, HOLLY C · 2012 to 2014
$1.6M
IPT and Antipsychotic Dose Reduction for Youth with Severe Mood DysregulationK23MH090246 · NIMH · JOHNS HOPKINS UNIVERSITY · PI MILLER, LESLIE RACHEL · 2011 to 2015
$916k
Department of HealthNIMH NIH HHS K23 MH090246NIMH NIH HHS R01 MH095855
6 · The paper itself

Abstract

objectivesTo determine the effectiveness of a universal school-based depression education program.

methodsIn 2012-2015, we matched 6679 students from 66 secondary schools into pairs by state (Maryland, Delaware, Pennsylvania, Michigan, and Oklahoma) and randomized to the Adolescent Depression Awareness Program (ADAP; n = 3681) or to a waitlist control condition (n = 2998). Trained teachers delivered ADAP as part of the health education curriculum to students aged 14 to 15 years. The primary outcome was depression literacy. Secondary outcomes included mental health stigma and, in a subset of the sample, the receipt of mental health services. Follow-up was at 4 months.

resultsADAP resulted in significantly higher levels of depression literacy among participating students than did waitlist controls, after adjusting for pretest assessment depression literacy (P < .001). Overall, ADAP did not significantly affect stigma (P = .1). After ADAP, students approached 46% of teachers with concerns about themselves or others. Of students who reported the need for depression treatment, 44% received treatment within 4 months of ADAP implementation.

conclusionsADAP is an effective public health intervention for improving depression literacy among students.

trial registrationClinicaltrials.gov NCT02099305.

Indexed as

CurriculumDepressive DisorderAdolescentHealth Knowledge, Attitudes, PracticeHealth LiteracyHumansSchool Health ServicesSocial StigmaSurveys and QuestionnairesUnited States

Identifiers

PMID29048969
PMCPMC5678387
OpenAlexW2766831355

What OpenQuestion holds

Textmetadata
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Registered trials

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.