101. Problem-Solving Education to Prevent Depression Among Low-Income Mothers: A Path Mediation Analysis in a Randomized Clinical Trial
- Author
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Mark T. Hegel, Caroline J. Kistin, Yaminette Diaz-Linhart, Emily Feinberg, Michael Silverstein, William R. Beardslee, and Howard Cabral
- Subjects
Adult ,Coping (psychology) ,Psychological intervention ,Mothers ,law.invention ,03 medical and health sciences ,Young Adult ,0302 clinical medicine ,Randomized controlled trial ,law ,030225 pediatrics ,medicine ,Humans ,030212 general & internal medicine ,Major depressive episode ,Poverty ,Problem Solving ,Original Investigation ,Psychiatry ,Psychiatric Status Rating Scales ,Depressive Disorder ,Intention-to-treat analysis ,Cognitive Behavioral Therapy ,business.industry ,Depression ,Research ,Anhedonia ,General Medicine ,Hispanic or Latino ,Behavioral activation ,Middle Aged ,Self Concept ,United States ,Intention to Treat Analysis ,Online Only ,Head start ,Multivariate Analysis ,Female ,medicine.symptom ,business ,Stress, Psychological ,Clinical psychology - Abstract
Key Points Question What are the principal mechanisms by which problem-solving education prevents depression among low-income mothers? Findings In this mediation analysis of 230 Head Start mothers participating in a randomized clinical trial, those receiving problem-solving education experienced a reduction in depressive symptom episodes. Across an array of plausible theory-based intervention mediators, improvement in perceived stress was associated with both intervention participation and depressive symptom outcomes; however, the mechanism for much of the intervention’s impact on depression remained unexplained. Meaning Problem-solving interventions may reduce depressive symptom burden, in part, by helping recipients manage stress; successfully scaling such interventions may require expanding intervention components related to stress management and reducing components that are unrelated., This study uses data from a clinical trial suggesting that problem-solving education (a form of cognitive behavioral therapy [CBT]) can prevent depression in low-income mothers to explore the mechanisms by which the intervention might be effective., Importance Although problem solving has been an important component of successful depression prevention and treatment interventions, evidence to support problem solving’s mechanism of action is sparse. Objective To understand the mechanism of an efficacious depression prevention intervention, problem-solving education (PSE). Design, Setting, and Participants A multivariate path analysis was embedded within a randomized efficacy trial (February 15, 2011, to May 9, 2016). Participants were mothers with depressed mood, anhedonia, or depression history (but not in current major depressive episode) at 1 of 6 Head Start agencies. Participants were followed up for 12 months with serial assessments of potential intervention mediators and depressive symptoms. Interventions Problem-solving education (n = 111) and usual Head Start services (n = 119). Main Outcomes and Measures Primary outcomes were depressive symptom elevations, which were measured bimonthly. Eight plausible intervention mediators were assessed: problem-solving ability; mastery; self-esteem; perceived stress; behavioral activation; and avoidant, problem-focused, and social coping. Results Among 230 participants, 152 (66.1%) were Hispanic; mean (SD) age was 31.4 (7.3) years. Based on associations with either PSE participation or depressive symptom outcomes, problem-solving ability, perceived stress, behavioral activation, and problem-focused coping were included in a parsimonious, multivariate path model. In this model, only perceived stress was associated with both PSE participation and depressive symptoms. Participants in the PSE group had adjusted standardized perceived stress change scores that were 11% lower than controls (95% CI, −0.19 to −0.03), and improvement in perceived stress generated an adjusted rate ratio (aRR) of 0.42 (95% CI, 0.33-0.53) for depressive symptom elevations. Participants in the intervention group also had standardized behavioral activation change scores 15% greater than controls (95% CI, 0.01-0.30) and problem-focused coping change scores 17% greater than controls (95% CI, 0.03-0.31); however, changes in these constructs were not associated with a differential rate of depressive symptom elevations. The direct effect of PSE on depressive symptom elevations (aRR, 0.72; 95% CI, 0.52-0.97) was greater than the mediated effect explained by improvement in perceived stress (aRR, 0.91; 95% CI, 0.85-0.98). Conclusions and Relevance Problem-solving education is efficacious in preventing depressive symptoms and appears to work by decreasing perceived stress; however, the mechanism for much of PSE’s impact on depression remains unexplained. These results can be used to simplify the intervention model in preparation for effectiveness testing. Trial Registration ClinicalTrials.gov Identifier: NCT01298804
- Published
- 2019