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Evaluating a social problem solving intervention for juvenile detainees: Depressive outcomes and moderators of effectiveness

Published online by Cambridge University Press:  19 October 2016

Gerald J. Haeffel ,
Sascha Hein ,
Amanda Square ,
Donna Macomber ,
Maria Lee ,
John Chapman  and
Elena L. Grigorenko
Gerald J. Haeffel
Affiliation:
University of Notre Dame
Sascha Hein
Affiliation:
Yale University
Amanda Square
Affiliation:
Yale University
Donna Macomber
Affiliation:
Yale University
Maria Lee
Affiliation:
Yale University
John Chapman
Affiliation:
State of Connecticut Court Support Services Division
Elena L. Grigorenko*
Affiliation:
Yale University
*
Address correspondence and reprint requests to: Elena L. Grigorenko, Child Study Center, Yale University, 230 South Frontage Road, New Haven, CT 06519; E-mail: [email protected].
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Abstract

This study reports findings from the administration of a social problem-solving training (SPST) intervention to juvenile detainees in the Connecticut Youth Detainee Program. SPST is a cognitive behavioral intervention that teaches children and youth how to more effectively cope with interpersonal stress and conflict. In the current study, we tested whether SPST could decrease depressive symptoms in a sample of detained adolescent offenders. The study used a randomized-control design with detention staff administering the intervention. The results showed that SPST, as a main effect, was not more effective in reducing depressive symptoms than treatment as usual. However, the effectiveness of SPST was moderated by fluid intelligence. Juvenile detainees with high intelligence scores were most likely to benefit from SPST compared to treatment as usual. It was surprising that, for those with lower intelligence scores, SPST increased depressive symptoms relative to treatment as usual. These results help fill a critical need for intervention effectiveness data on juvenile detainees and indicate that SPST may not be useful for reducing outcomes such as depression.

Type
Regular Articles
Information
Development and Psychopathology , Volume 29 , Issue 3 , August 2017 , pp. 1035 - 1042
Copyright
Copyright © Cambridge University Press 2016 

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Footnotes

We thank Hilary Chart, Lesley Hart, Jay Singh, Elisa Mambrino. Denis Sukhodolsky, Catherine Foley Geib, and the Connecticut Court Support Services Division officers who helped implement the intervention and administer the assessments. We are grateful to the youth and families for their participation. This research was supported by funds from the American Psychological Foundation (Principal Investigator Elena Grigorenko). We report no conflicts of interest.

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