Cognitive-behavioral interventions for depression: Review and implications for school personell

John W. Maag, Susan M. Swearer

Research output: Contribution to journalReview articlepeer-review

17 Scopus citations


Depression is one of the most commonly diagnosed psychiatric disorders among school-age youths. As such, school personnel should play an important role in the identification, assessment, and treatment of depression and related problems in school. School-based treatment of depression is especially relevant for students with emotional and behavioral disorders (EBD) and learning disabilities (LD) because they may be at a higher risk than their nondisabled peers of displaying depressive symptomatology. Cognitive-behavioral interventions (CBIs) have shown promise as an evidence-based treatment for childhood and adolescent depressive disorders. This article focuses on how CBI techniques can be used by school personnel under the proper clinical supervision for reducing students'depressive symptomatology. First, common CBI techniques are described. Second, empirical studies using CBI to treat children and adolescents who are depressed are reviewed. Finally, implications for using these techniques in a collaborative effort among school psychologists, counselors, and special educators in an ethical and valid manner are presented.

Original languageEnglish (US)
Pages (from-to)259-276
Number of pages18
JournalBehavioral Disorders
Issue number3
StatePublished - May 2005

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Clinical Psychology


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