School-based psychosocial interventions for childhood depression: Acceptability of treatments among school psychologists

This study examined the acceptability and effectiveness ratings of three psychosocial interventions for childhood depression among school psychologist practitioners. From a random sample of members from the 1996-1997 membership directory of the National Association of School Psychologists (NASP), a total of 228 respondents were presented with a description of one of three psychosocial treatments for childhood depression. They then completed the Behavior Intervention Rating Scale, a measure designed to evaluate the acceptability and effectiveness of different treatments. Interventions evaluated included cognitive restructuring, self-control therapy, and social skills training. Cognitive restructuring and self-control therapy were rated as being both significantly more acceptable and effective than social skills training, although overall ratings for social skills training indicated it was still perceived as an acceptable intervention. No statistically significant differences between cognitive restructuring and self-control therapy were found in either acceptability or effectiveness ratings. Limitations of the study and implications for practice and research are discussed.