Using an evidence-based CBT group intervention model for adolescents with depressive symptoms: lessons learned from a school-based adaptation

Abstract

This paper highlights the process of implementing and adapting an evidence-based cognitive–behavioural therapy (CBT) depression group intervention model for adolescents (ages 11–18) in two middle schools and one alternative high school in the USA. The paper describes the process of moving an evidence-based intervention from a clinic-based setting to a school-based setting by engaging in the following steps: (1) reviewing the literature and selecting the evidence-based intervention with the greatest chance of success in the school environment; (2) adapting the evidence-based intervention to address delivery issues in a school setting; (3) preparing social workers to deliver the evidence-based intervention with fidelity; (4) evaluating the fidelity and outcomes of the implementation of the evidence-based intervention; and (5) addressing issues of sustainability or continuous quality improvement of the evidence-based intervention. The paper concludes with a section on lessons learned from piloting an adaptation of an evidence-based intervention in a real world setting.