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Coping and Emotional Development for Adolescents to Reduce Stress (CEDARS): Pilot Test of a School-Based Positive Psychological Intervention for Adolescents

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Title: Coping and Emotional Development for Adolescents to Reduce Stress (CEDARS): Pilot Test of a School-Based Positive Psychological Intervention for Adolescents
Language: English
Authors: Lisa Kamsickas, Jacquelyn E. Stephens, Kathryn Jackson, Nia Heard-Garris, Vickie Chang, Konstanze Schoeps, Cori J. Bussolari, Dzung X. Vo, Judith T. Moskowitz, Larissa G. Duncan
Source: Discover Education. 2024 3.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 14
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Adolescents, Coping, Emotional Development, Stress Management, Intervention, Physical Education, Program Effectiveness, Skill Development, Affective Behavior, Depression (Psychology), Racial Differences, Student Attitudes, Well Being
DOI: 10.1007/s44217-024-00370-w
ISSN: 2731-5525
Abstract: Introduction: This study tested the feasibility and preliminary efficacy of Coping and Emotional Development for Adolescents to Reduce Stress (CEDARS) a positive psychological intervention (PPI), tailored for adolescents and administered in a classroom setting, in boosting CEDARS skill use and emotional well-being. Method: Adolescents (N = 102, 45% female) aged 13-15, in four physical education classes at the same school were randomly assigned by classroom to either receive the CEDARS intervention (n = 59) or engage in the usual class activities (n = 44). Participants completed self-report measures at three time points assessing use of intervention skills, positive and negative affect, depressive symptoms, and perceived stress. Results and conclusion: Groups differed significantly on race with 57% of the intervention group compared to 75% of the control group identifying as Asian or Pacific Islander. Race-adjusted analyses revealed that both groups improved on intervention skill use, negative affect, depressive symptoms, and perceived stress. The group by time interaction was significant such that the CEDARS group increased skill use from pre- to post- intervention and this difference persisted at follow-up. Contrary to hypotheses, there were also significant group by time interactions indicating that the control group had a steeper decline in depression and perceived stress from pre- to post-intervention. Students reported high acceptability and feasibility and suggested key changes to increase engagement. The current study expands on the existing PPI literature focused on adolescents and highlights the need for larger and more diverse samples, as well as developmentally- and culturally-tailored interventions.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1454153
Database: ERIC
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Introduction: This study tested the feasibility and preliminary efficacy of Coping and Emotional Development for Adolescents to Reduce Stress (CEDARS) a positive psychological intervention (PPI), tailored for adolescents and administered in a classroom setting, in boosting CEDARS skill use and emotional well-being. Method: Adolescents (N = 102, 45% female) aged 13-15, in four physical education classes at the same school were randomly assigned by classroom to either receive the CEDARS intervention (n = 59) or engage in the usual class activities (n = 44). Participants completed self-report measures at three time points assessing use of intervention skills, positive and negative affect, depressive symptoms, and perceived stress. Results and conclusion: Groups differed significantly on race with 57% of the intervention group compared to 75% of the control group identifying as Asian or Pacific Islander. Race-adjusted analyses revealed that both groups improved on intervention skill use, negative affect, depressive symptoms, and perceived stress. The group by time interaction was significant such that the CEDARS group increased skill use from pre- to post- intervention and this difference persisted at follow-up. Contrary to hypotheses, there were also significant group by time interactions indicating that the control group had a steeper decline in depression and perceived stress from pre- to post-intervention. Students reported high acceptability and feasibility and suggested key changes to increase engagement. The current study expands on the existing PPI literature focused on adolescents and highlights the need for larger and more diverse samples, as well as developmentally- and culturally-tailored interventions.
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