Evidence map›Paper›PMID 32405309›Full record

ArticleJournal of the Canadian Academy of Child and Adolescent Psychiatry = Journal de l'Academie canadienne de psychiatrie de l'enfant et de l'adolescent2020

Preliminary Investigation of a Novel Cognitive Behavioural Therapy Curriculum on the Wellbeing of Middle Schoolers.

Mark Sinyor, Donaleen Hawes, Neil A Rector, Amy H Cheung, Marissa Williams, Christian Cheung, Benjamin I Goldstein, Mark Fefergrad, Anthony J Levitt, Ayal Schaffer

Abstract read
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In one paragraph

Article in Journal of the Canadian Academy of Child and Adolescent Psychiatry = Journal de l'Academie canadienne de psychiatrie de l'enfant et de l'adolescent, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed, 1 pooled it
–field-weighted citation impact
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.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed, 1 synthesis or guideline pooled it.

  1. Pooled it
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

10 authors.

Mark SinyorAssociate Professor, Department of Psychiatry, University of Toronto. Psychiatrist, Sunnybrook Health Sciences Centre, Toronto, Ontario.
Donaleen HawesPsychologist and Superintendent of Education, Catholic District School Board of Eastern Ontario, Kemptville, Ontario.
Neil A RectorProfessor, Departments of Psychiatry and Psychological Clinical Science, University of Toronto, Toronto, Ontario.
Amy H CheungAssociate Professor, Department of Psychiatry, University of Toronto; Psychiatrist, Sunnybrook Health Sciences Centre, Toronto, Ontario.
Marissa WilliamsResearch Coordinator, Sunnybrook Health Sciences Centre, Toronto, Canada; Master of Counselling Psychology Student, Athabasca University, Athabasca, Alberta.
Christian CheungDepartment of Psychiatry, Sunnybrook Health Sciences Centre, Hurvitz Brain Sciences Program, Sunnybrook Research Institute, Toronto, Ontario.
Benjamin I GoldsteinProfessor, Department of Psychiatry, University of Toronto; Psychiatrist, Sunnybrook Health Sciences Centre, Toronto, Ontario.
Mark FefergradAssistant Professor and Post-Graduate Training Director, Department of Psychiatry, University of Toronto; Psychiatrist, Sunnybrook Health Sciences Centre, Toronto, Ontario.
Anthony J LevittPsychiatrist, Department of Psychiatry, Sunnybrook Health Sciences Centre; Professor, Department of Psychiatry, University of Toronto, Toronto, Ontario.
Ayal SchafferHead, Mood and Anxiety Disorders Program, Department of Psychiatry, Sunnybrook Health Sciences Centre; Professor, Department of Psychiatry, University of Toronto, Toronto, Ontario.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

objectivesA number of school-based interventions for preventing and attenuating symptoms of anxiety and depression in youth have been developed worldwide but evidence of their effectiveness is mixed. None of these curricula stem from existing children's literature, however, the Harry Potter (HP) series has been identified as potentially imparting Cognitive Behavioural Therapy concepts.

methodsThis study aimed to broadly capture, at an interim stage, the feasibility of a pilot HP curriculum aimed at imparting CBT skills to middle-schoolers in order to inform full development of the curriculum. The study design further included a non-randomized, Group (HP; Control) by Time (Baseline, Post-Intervention, Follow-up) mixed factorial approach retrospectively examining change in scores on a "Well-Being and Resiliency Survey" (WBRS) which assessed multiple symptomatic and social domains.

resultsIn total, 232 grade seven and eight students participated in the curriculum over two years with no dropouts. Compared to 362 controls, there were no significant differences in WBRS scores between groups at post or one-year follow-up.

conclusionsThis pilot study demonstrated the feasibility of rapid and broad implementation of the intervention. Preliminary analyses showed no indication of effectiveness which may be the product of the intervention being in an interim stage during the study period and/or the retrospective design and limitations in data quality. Specifically, these results suggest that the WBRS may be a suboptimal instrument for measuring the effectiveness of this intervention. A prospective trial of the complete, revised curriculum with validated measures is required to provide an adequately assessment of its impact.

Indexed as

cognitive behaviour therapyHarry Pottermental health literacyschool-based intervention

Identifiers

PMID32405309
PMCPMC7213921

What OpenQuestion holds

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Registered trials

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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.