Evaluating a Modular Approach to Therapy for Children With Anxiety, Depression, Trauma, or Conduct Problems (MATCH) in School-Based Mental Health Care: Study Protocol for a Randomized Controlled Trial

Introduction: Schools have become a primary setting for providing mental health care to youths in the U.S. School-based interventions have proliferated, but their effects on mental health and academic outcomes remain understudied. In this study we will implement and evaluate the effects of a flexibl...

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Published inFrontiers in psychology Vol. 12; pp. 639493 - 639501
Main Authors Harmon, Sherelle L., Price, Maggi A., Corteselli, Katherine A., Lee, Erica H., Metz, Kristina, Bonadio, F. Tony, Hersh, Jacqueline, Marchette, Lauren K., Rodríguez, Gabriela M., Raftery-Helmer, Jacquelyn, Thomassin, Kristel, Bearman, Sarah Kate, Jensen-Doss, Amanda, Evans, Spencer C., Weisz, John R.
Format Journal Article
LanguageEnglish
Published Switzerland Frontiers Media S.A 05.03.2021
Subjects
Academic Achievement
Allied Health Personnel
Anxiety
At Risk Students
Behavior Problems
children and adolescents
conduct problems
depression
Depression (Psychology)
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Mental Health
Outcomes of Treatment
Psychology
randomized controlled effectiveness trial
School Health Services
Student Behavior
Therapy
Trauma
Massachusetts (Boston)
trauma
anxiety
children and adolescents
modular treatment
conduct problems
school-based intervention
depression
randomized controlled effectiveness trial
Online AccessGet full text
ISSN1664-1078
1664-1078
DOI10.3389/fpsyg.2021.639493

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Abstract Introduction: Schools have become a primary setting for providing mental health care to youths in the U.S. School-based interventions have proliferated, but their effects on mental health and academic outcomes remain understudied. In this study we will implement and evaluate the effects of a flexible multidiagnostic treatment called Modular Approach to Therapy for Children with Anxiety, Depression, Trauma, or Conduct Problems (MATCH) on students' mental health and academic outcomes. Methods and Analysis: This is an assessor-blind randomized controlled effectiveness trial conducted across five school districts. School clinicians are randomized to either MATCH or usual care (UC) treatment conditions. The target sample includes 168 youths (ages 7–14) referred for mental health services and presenting with elevated symptoms of anxiety, depression, trauma, and/or conduct problems. Clinicians randomly assigned to MATCH or UC treat the youths who are assigned to them through normal school referral procedures. The project will evaluate the effectiveness of MATCH compared to UC on youths' mental health and school related outcomes and assess whether changes in school outcomes are mediated by changes in youth mental health. Ethics and Dissemination: This study was approved by the Harvard University Institutional Review Board (IRB14-3365). We plan to publish the findings in peer-reviewed journals and present them at academic conferences. Clinical Trial Registration: ClinicalTrials.gov ID: NCT02877875. Registered on August 24, 2016.
AbstractList Introduction: Schools have become a primary setting for providing mental health care to youths in the U.S. School-based interventions have proliferated, but their effects on mental health and academic outcomes remain understudied. In this study we will implement and evaluate the effects of a flexible multidiagnostic treatment called Modular Approach to Therapy for Children with Anxiety, Depression, Trauma, or Conduct Problems (MATCH) on students' mental health and academic outcomes. Methods and Analysis: This is an assessor-blind randomized controlled effectiveness trial conducted across five school districts. School clinicians are randomized to either MATCH or usual care (UC) treatment conditions. The target sample includes 168 youths (ages 7–14) referred for mental health services and presenting with elevated symptoms of anxiety, depression, trauma, and/or conduct problems. Clinicians randomly assigned to MATCH or UC treat the youths who are assigned to them through normal school referral procedures. The project will evaluate the effectiveness of MATCH compared to UC on youths' mental health and school related outcomes and assess whether changes in school outcomes are mediated by changes in youth mental health. Ethics and Dissemination: This study was approved by the Harvard University Institutional Review Board (IRB14-3365). We plan to publish the findings in peer-reviewed journals and present them at academic conferences. Clinical Trial Registration: ClinicalTrials.gov ID: NCT02877875. Registered on August 24, 2016.
Introduction: Schools have become a primary setting for providing mental health care to youths in the U.S. School-based interventions have proliferated, but their effects on mental health and academic outcomes remain understudied. In this study we will implement and evaluate the effects of a flexible multidiagnostic treatment called Modular Approach to Therapy for Children with Anxiety, Depression, Trauma, or Conduct Problems (MATCH) on students' mental health and academic outcomes. Methods and Analysis: This is an assessor-blind randomized controlled effectiveness trial conducted across five school districts. School clinicians are randomized to either MATCH or usual care (UC) treatment conditions. The target sample includes 168 youths (ages 7-14) referred for mental health services and presenting with elevated symptoms of anxiety, depression, trauma, and/or conduct problems. Clinicians randomly assigned to MATCH or UC treat the youths who are assigned to them through normal school referral procedures. The project will evaluate the effectiveness of MATCH compared to UC on youths' mental health and school related outcomes and assess whether changes in school outcomes are mediated by changes in youth mental health.
Introduction: Schools have become a primary setting for providing mental health care to youths in the U.S. School-based interventions have proliferated, but their effects on mental health and academic outcomes remain understudied. In this study we will implement and evaluate the effects of a flexible multidiagnostic treatment called Modular Approach to Therapy for Children with Anxiety, Depression, Trauma, or Conduct Problems (MATCH) on students' mental health and academic outcomes.Methods and Analysis: This is an assessor-blind randomized controlled effectiveness trial conducted across five school districts. School clinicians are randomized to either MATCH or usual care (UC) treatment conditions. The target sample includes 168 youths (ages 7–14) referred for mental health services and presenting with elevated symptoms of anxiety, depression, trauma, and/or conduct problems. Clinicians randomly assigned to MATCH or UC treat the youths who are assigned to them through normal school referral procedures. The project will evaluate the effectiveness of MATCH compared to UC on youths' mental health and school related outcomes and assess whether changes in school outcomes are mediated by changes in youth mental health.Ethics and Dissemination: This study was approved by the Harvard University Institutional Review Board (IRB14-3365). We plan to publish the findings in peer-reviewed journals and present them at academic conferences.Clinical Trial Registration:ClinicalTrials.gov ID: NCT02877875. Registered on August 24, 2016.
Introduction: Schools have become a primary setting for providing mental health care to youths in the U.S. School-based interventions have proliferated, but their effects on mental health and academic outcomes remain understudied. In this study we will implement and evaluate the effects of a flexible multidiagnostic treatment called Modular Approach to Therapy for Children with Anxiety, Depression, Trauma, or Conduct Problems (MATCH) on students' mental health and academic outcomes. Methods and Analysis: This is an assessor-blind randomized controlled effectiveness trial conducted across five school districts. School clinicians are randomized to either MATCH or usual care (UC) treatment conditions. The target sample includes 168 youths (ages 7-14) referred for mental health services and presenting with elevated symptoms of anxiety, depression, trauma, and/or conduct problems. Clinicians randomly assigned to MATCH or UC treat the youths who are assigned to them through normal school referral procedures. The project will evaluate the effectiveness of MATCH compared to UC on youths' mental health and school related outcomes and assess whether changes in school outcomes are mediated by changes in youth mental health. Ethics and Dissemination: This study was approved by the Harvard University Institutional Review Board (IRB14-3365). We plan to publish the findings in peer-reviewed journals and present them at academic conferences. Clinical Trial Registration: ClinicalTrials.gov ID: NCT02877875. Registered on August 24, 2016.Introduction: Schools have become a primary setting for providing mental health care to youths in the U.S. School-based interventions have proliferated, but their effects on mental health and academic outcomes remain understudied. In this study we will implement and evaluate the effects of a flexible multidiagnostic treatment called Modular Approach to Therapy for Children with Anxiety, Depression, Trauma, or Conduct Problems (MATCH) on students' mental health and academic outcomes. Methods and Analysis: This is an assessor-blind randomized controlled effectiveness trial conducted across five school districts. School clinicians are randomized to either MATCH or usual care (UC) treatment conditions. The target sample includes 168 youths (ages 7-14) referred for mental health services and presenting with elevated symptoms of anxiety, depression, trauma, and/or conduct problems. Clinicians randomly assigned to MATCH or UC treat the youths who are assigned to them through normal school referral procedures. The project will evaluate the effectiveness of MATCH compared to UC on youths' mental health and school related outcomes and assess whether changes in school outcomes are mediated by changes in youth mental health. Ethics and Dissemination: This study was approved by the Harvard University Institutional Review Board (IRB14-3365). We plan to publish the findings in peer-reviewed journals and present them at academic conferences. Clinical Trial Registration: ClinicalTrials.gov ID: NCT02877875. Registered on August 24, 2016.
Schools have become a primary setting for providing mental health care to youths in the U.S. School-based interventions have proliferated, but their effects on mental health and academic outcomes remain understudied. In this study we will implement and evaluate the effects of a flexible multidiagnostic treatment called Modular Approach to Therapy for Children with Anxiety, Depression, Trauma, or Conduct Problems (MATCH) on students' mental health and academic outcomes. This is an assessor-blind randomized controlled effectiveness trial conducted across five school districts. School clinicians are randomized to either MATCH or usual care (UC) treatment conditions. The target sample includes 168 youths (ages 7-14) referred for mental health services and presenting with elevated symptoms of anxiety, depression, trauma, and/or conduct problems. Clinicians randomly assigned to MATCH or UC treat the youths who are assigned to them through normal school referral procedures. The project will evaluate the effectiveness of MATCH compared to UC on youths' mental health and school related outcomes and assess whether changes in school outcomes are mediated by changes in youth mental health. This study was approved by the Harvard University Institutional Review Board (IRB14-3365). We plan to publish the findings in peer-reviewed journals and present them at academic conferences. ClinicalTrials.gov ID: NCT02877875. Registered on August 24, 2016.
Audience Intermediate Grades
Grade 3
Grade 4
Junior High Schools
Grade 5
Middle Schools
Grade 6
Primary Education
Grade 7
Secondary Education
Elementary Education
Early Childhood Education
Author Bonadio, F. Tony
Rodríguez, Gabriela M.
Lee, Erica H.
Harmon, Sherelle L.
Metz, Kristina
Evans, Spencer C.
Hersh, Jacqueline
Weisz, John R.
Corteselli, Katherine A.
Price, Maggi A.
Jensen-Doss, Amanda
Raftery-Helmer, Jacquelyn
Bearman, Sarah Kate
Thomassin, Kristel
Marchette, Lauren K.
AuthorAffiliation 3 School of Social Work, Boston College , Chestnut Hill, MA , United States
1 Department of Psychology, Harvard University , Cambridge, MA , United States
7 The University of Maryland School of Social Work, University of Maryland , Baltimore, MD , United States
13 Department of Educational Psychology, University of Texas at Austin , Austin, TX , United States
10 Department of Psychiatry, Indiana University School of Medicine , Indianapolis, IN , United States
9 Cambridge Health Alliance, Harvard Medical School , Cambridge, MA , United States
4 Department of Psychiatry, Boston Children's Hospital , Boston, MA , United States
12 Department of Psychology, University of Guelph , Guelph, ON , Canada
8 Department of Psychology, Appalachian State University , Boone, NC , United States
6 Johns Hopkins Bloomberg School of Public Health, Johns Hopkins University , Baltimore, MD , United States
11 Department of Psychology, Worcester State University , Worcester, MA , United States
5 Department of Psychiatry
AuthorAffiliation_xml – name: 9 Cambridge Health Alliance, Harvard Medical School , Cambridge, MA , United States
– name: 7 The University of Maryland School of Social Work, University of Maryland , Baltimore, MD , United States
– name: 5 Department of Psychiatry, Harvard Medical School , Boston, MA , United States
– name: 12 Department of Psychology, University of Guelph , Guelph, ON , Canada
– name: 3 School of Social Work, Boston College , Chestnut Hill, MA , United States
– name: 10 Department of Psychiatry, Indiana University School of Medicine , Indianapolis, IN , United States
– name: 2 Department of Psychology, University of Miami , Coral Gables, FL , United States
– name: 4 Department of Psychiatry, Boston Children's Hospital , Boston, MA , United States
– name: 13 Department of Educational Psychology, University of Texas at Austin , Austin, TX , United States
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Copyright Copyright © 2021 Harmon, Price, Corteselli, Lee, Metz, Bonadio, Hersh, Marchette, Rodríguez, Raftery-Helmer, Thomassin, Bearman, Jensen-Doss, Evans and Weisz.
Copyright © 2021 Harmon, Price, Corteselli, Lee, Metz, Bonadio, Hersh, Marchette, Rodríguez, Raftery-Helmer, Thomassin, Bearman, Jensen-Doss, Evans and Weisz. 2021 Harmon, Price, Corteselli, Lee, Metz, Bonadio, Hersh, Marchette, Rodríguez, Raftery-Helmer, Thomassin, Bearman, Jensen-Doss, Evans and Weisz
Copyright_xml – notice: Copyright © 2021 Harmon, Price, Corteselli, Lee, Metz, Bonadio, Hersh, Marchette, Rodríguez, Raftery-Helmer, Thomassin, Bearman, Jensen-Doss, Evans and Weisz.
– notice: Copyright © 2021 Harmon, Price, Corteselli, Lee, Metz, Bonadio, Hersh, Marchette, Rodríguez, Raftery-Helmer, Thomassin, Bearman, Jensen-Doss, Evans and Weisz. 2021 Harmon, Price, Corteselli, Lee, Metz, Bonadio, Hersh, Marchette, Rodríguez, Raftery-Helmer, Thomassin, Bearman, Jensen-Doss, Evans and Weisz
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Keywords trauma
anxiety
children and adolescents
modular treatment
conduct problems
school-based intervention
depression
randomized controlled effectiveness trial
Language English
License Copyright © 2021 Harmon, Price, Corteselli, Lee, Metz, Bonadio, Hersh, Marchette, Rodríguez, Raftery-Helmer, Thomassin, Bearman, Jensen-Doss, Evans and Weisz.
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Reviewed by: Marian Tanofsky-Kraff, Uniformed Services University of the Health Sciences, United States; Jacqueline Anderson, University of Texas Southwestern Medical Center, United States
This article was submitted to Psychopathology, a section of the journal Frontiers in Psychology
Edited by: Xavier Noel, Université libre de Bruxelles, Belgium
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Snippet Introduction: Schools have become a primary setting for providing mental health care to youths in the U.S. School-based interventions have proliferated, but...
Schools have become a primary setting for providing mental health care to youths in the U.S. School-based interventions have proliferated, but their effects on...
Introduction: Schools have become a primary setting for providing mental health care to youths in the U.S. School-based interventions have proliferated, but...
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StartPage 639493
SubjectTerms Academic Achievement
Allied Health Personnel
Anxiety
At Risk Students
Behavior Problems
children and adolescents
conduct problems
depression
Depression (Psychology)
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Mental Health
Outcomes of Treatment
Psychology
randomized controlled effectiveness trial
School Health Services
Student Behavior
Therapy
Trauma
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Title Evaluating a Modular Approach to Therapy for Children With Anxiety, Depression, Trauma, or Conduct Problems (MATCH) in School-Based Mental Health Care: Study Protocol for a Randomized Controlled Trial
URI https://www.ncbi.nlm.nih.gov/pubmed/33746857
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https://pubmed.ncbi.nlm.nih.gov/PMC7973266
https://doaj.org/article/131ab9808f6e4a0481f6f91cde9e5435
Volume 12
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