Interpersonal Psychotherapy for Adolescent Depression

1998 ◽  
Vol 3 (4) ◽  
pp. 169-175
Author(s):  
Eric Fombonne
Keyword(s):  
Adolescent Depression ◽  
Interpersonal Psychotherapy

Treatment of Adolescent Depression with Interpersonal Psychotherapy

2012 ◽  
pp. 203-223 ◽  
Author(s):  
Laura Mufson ◽  
Laurie Reider Lewis ◽  
Meredith Gunlicks-Stoessel ◽  
Jami F Young
Keyword(s):  
Romantic Relationships ◽  
Interpersonal Relationships ◽  
Adolescent Depression ◽  
Interpersonal Psychotherapy ◽  
Developmental Changes ◽  
Self Confidence ◽  
Interpersonal Model

Chapter 12 discusses the adaptation of IPT for depressed adolescents (IPT-A), and the hopes of building upon the research demonstrating its efficacy with depressed adults. It examines how the interpersonal model seemed appropriate for adolescents given their focus on interpersonal relationships and the significant developmental changes that occur in these relationships, such as separation and individuation from parents and increased focus on peer and romantic relationships. It also covers how IPT-A strategies help adolescents to bolster self-confidence and make steps toward increasing independence while also helping them to understand how they still depend on others and how they can negotiate their relationships more successfully.

IPT-AST Overview

2016 ◽  
pp. 9-15
Author(s):  
Jami F. Young ◽  
Laura Mufson ◽  
Christie M. Schueler
Keyword(s):  
Problem Solving ◽  
Prevention Program ◽  
Theoretical Basis ◽  
Adolescent Depression ◽  
Skills Training ◽  
Interpersonal Psychotherapy ◽  
Problem Solving Skills ◽  
Depression Prevention ◽  
Interpersonal Problem ◽  
Interpersonal Problem Solving

Interpersonal Psychotherapy–Adolescent Skills Training (IPT-AST) is an adolescent depression prevention program that teaches communication and interpersonal problem-solving skills to improve relationships. IPT-AST is rooted in the theory that depression occurs in an interpersonal context. This primarily group-based intervention helps adolescents learn ways to resolve conflicts, negotiate with others, and strengthen important relationships. This chapter describes the theoretical basis, key components, and structure of this intervention. In addition, there is a discussion of the leader’s role in implementing the program.

Preventing Adolescent Depression

2016 ◽  
Author(s):  
Jami F. Young ◽  
Laura Mufson ◽  
Christie M. Schueler
Keyword(s):  
Depressive Symptoms ◽  
Problem Solving ◽  
Prevention Program ◽  
Adolescent Depression ◽  
Skills Training ◽  
Interpersonal Psychotherapy ◽  
Problem Solving Skills ◽  
Depression Prevention ◽  
Key Issues ◽  
Interpersonal Problem Solving

This book describes Interpersonal Psychotherapy–Adolescent Skills Training (IPT-AST), an interpersonally oriented depression prevention program for adolescents. The program developed from an interest in developing and studying a depression prevention program for youth who are experiencing depressive symptoms but do not yet qualify for a diagnosis of depression. The IPT-AST program is a predominantly group-based intervention that teaches communication and interpersonal problem-solving skills to improve relationships and prevent the development of depression. The book provides a detailed description of the IPT-AST program so readers can implement groups in different settings. In addition, there are chapters that outline key issues related to implementation of IPT-AST, including selecting adolescents to participate in group, conducting IPT-AST in schools and other diverse settings, working with adolescents at varying levels of risk for depression, and dealing with common clinical issues. Finally, the book outlines the research that has been conducted on this depression prevention program.

A Model of Therapist Competencies for the Empirically Supported Interpersonal Psychotherapy for Adolescent Depression

2012 ◽  
Vol 15 (2) ◽  
pp. 93-112 ◽  
Author(s):  
Elizabeth S. Sburlati ◽  
Heidi J. Lyneham ◽  
Laura H. Mufson ◽  
Carolyn A. Schniering
Keyword(s):  
Adolescent Depression ◽  
Interpersonal Psychotherapy ◽  
Empirically Supported

Importance of Depression Prevention

2016 ◽  
pp. 1-8
Author(s):  
Jami F. Young ◽  
Laura Mufson ◽  
Christie M. Schueler
Keyword(s):  
Adolescent Depression ◽  
Community Organizations ◽  
Skills Training ◽  
Interpersonal Psychotherapy ◽  
Afterschool Programs ◽  
Empirically Supported Treatment ◽  
Depression Prevention ◽  
Empirically Supported ◽  
Interpersonal Risk ◽  
Different Levels

This chapter discusses the development of an interpersonally oriented depression prevention program for adolescents, Interpersonal Psychotherapy–Adolescent Skills Training (IPT-AST). Depression is a common and debilitating illness that rises in prevalence during the teenage years. Adolescence is therefore an opportune time to provide preventive interventions to reduce the burden of depression. IPT-AST is an adaptation of interpersonal psychotherapy, an empirically supported treatment for adult and adolescent depression. The program targets interpersonal risk and protective factors that have been linked to depression in adolescence. IPT-AST is an appropriate program for adolescents with different levels of risk for depression and can be implemented in diverse settings, such as schools, primary care offices, afterschool programs, and community organizations.

Interpersonal Psychotherapy for Adolescent Depression

1998 ◽  
Vol 3 (4) ◽  
pp. 169-175 ◽  
Author(s):  
Eric Fombonne
Keyword(s):  
Major Depression ◽  
Adolescent Depression ◽  
Interpersonal Psychotherapy ◽  
Term Treatment ◽  
Treatment Manual ◽  
Specific Training ◽  
Short Term ◽  
Short Term Treatment ◽  
Training Centre

Interpersonal psychotherapy for adolescents (IPT-A) is a short-term treatment for adolescents with major depression. Unlike most supportive, expressive forms of psychotherapy that are often used to treat depressed adolescents and are not standardised, IPT-A has a treatment manual available (Mufson et al., 1993) and specific training is required for the therapist. Unfortunately, there is no training centre yet in the U.K., although several groups, including ours, are developing expertise in IPT-A. This paper discusses the role of IPT-A, outlines the structure of sessions, and offers an analysis of the differences between this and other therapies.

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