Interpersonal Psychotherapy-Adolescent Skills Training: Effects on School and Social Functioning

Jami F. Young, Amy Kranzler, Robert Gallop, Laura Mufson

Research output: Contribution to journalArticlepeer-review

31 Scopus citations


This paper reports on school and social functioning outcomes in a randomized depression prevention study that compared Interpersonal Psychotherapy-Adolescent Skills Training (IPT-AST) with usual school counseling (SC). Outcome analyses were performed utilizing hierarchical linear models and mixed model analysis of variance. IPT-AST adolescents had significantly greater improvements than SC adolescents in total social functioning and friend functioning during the intervention. IPT-AST adolescents also demonstrated improvements in school, dating, and family functioning and emotional engagement in school, although these improvements were not significantly greater than seen in SC adolescents. Finally, in the 18 months following the intervention, IPT-AST adolescents were less likely than SC adolescents to be asked to leave school for academic or behavioral reasons. These findings extend the potential range of impact of depression prevention programs such as IPT-AST and provide preliminary evidence of the benefits of these programs on school and social functioning.

Original languageEnglish (US)
Pages (from-to)254-264
Number of pages11
JournalSchool Mental Health
Issue number4
StatePublished - Dec 2012
Externally publishedYes


  • Adolescents
  • Depression
  • Prevention
  • School mental health

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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