1. Could Well-Being be a Mechanism of Intentional Growth Training’s Effect on Depressive Symptoms? Kevin A. Harmon, MA, Andrew K. Littlefield, PhD, Christine Robitschek, PhD, Dominika Borowa, MA, & Laurie Pascual, MA
TEXAS TECH UNIVERSITY
Department of Psychology
Abstract
Aim: Assess the mechanism of action of Intentional Growth Training (IGT)1 as a protective factor for depression. It was hypothesized that hedonic well-being (i.e., life satisfaction and subjective happiness) would mediate the relationship between IGT and depression. Method: 86 undergraduate students were randomly assigned to control or treatment. Treatment participants received IGT. The control group did not. Results: After four weeks, depressive symptoms for the treatment group decreased while depressive symptoms for the control group increased. Life satisfaction significantly mediated the effect of condition on depression.
Method
Participants
N = 86 undergraduate students (74.2% female) at a large, public Southwestern university
Age: M = 18.94, SD = 2.22, Range =
Ethnicity: Primarily White/Caucasian (65.8%)
Materials
CES-D (Center for Epidemiological Studies Depression Scale)7
SHS (Subjective Happiness Scale)8
SWLS (Satisfaction with Life Scale)9
Demographic Questionnaire
Intervention
IGT (Intentional Growth Training)1 is a brief intervention designed to teach PGI skills. Participants learn about PGI and its benefits, and complete a personal growth goal the week following the intervention. Participants meet after a week to discuss their experiences with this goal.
Procedure
Participants randomly assigned to treatment or control.
At Time 1, both groups completed the questionnaires listed above. Treatment received part 1 of IGT.
At Time 2 (one week after Time 1), both groups completed the questionnaires listed above. Treatment received part 2 of IGT.
At Time 3 (three weeks after Time 1), participants from both conditions completed an online survey containing the same measures.
Discussion
Further evidence that IGT serves as a protective factor for depressive symptoms.
IGT may improve life satisfaction; this may mediate IGT’s effect on depressive symptoms.
Replication over longer time periods needed.
Replication in a depressed sample is in the works.
Future studies should also examine other potential mechanisms of IGT’s effect on depressive symptoms.
Introduction
10% of adults in the U.S. suffer from depression2. One vulnerable group is college students, with 15% to 20% of students diagnosed with depression3.
Depression is associated with impaired well-being; this impairment can increase the chance of another depressive episode. There is a need to identify interventions that may improve well-being to prevent depressive symptoms4.
Intentional Growth Training (IGT) 1 – has acted as a buffer against the development and exacerbation of depressive symptoms5 This study aims to assess the effect of IGT as a protective factor against the development of depression by increasing hedonic well-being in college students.
IGT is an intervention that teaches participants Personal Growth Initiative (PGI) skills, which is a person’s intentional positive change in ways that are cognitive, behavioral, or affective6.
Main hypothesis: Receiving IGT will predict fewer depressive symptoms in college students at a one-month follow up compared to control. This relationship will be mediated by hedonic well-being.
References:
Thoen, M. A., & Robitschek, C. (2013). Intentional Growth Training: Developing an intervention to increase Personal Growth Initiative. Applied Psychology: Health and Well-Being, 5, 149–170. doi: /aphw.12001
Center for Disease Control and Prevention. (2011). Current depression among adults – United States, 2006 and Morbidity and Mortality Weekly Report, 59 (38). Retrieved from r_erratum_feb-2011.pdf
Dobson, K.S. (1989). A meta-analysis of the efficacy of cognitive therapy for depression. Journal of Consulting and Clinical Psychology, 57(3),
Fava, G. A., & Ruini, C. (2003). Development and characteristics of a well-being enhancing psychotherapeutic strategy: Well-being therapy. Journal of Behavior Therapy and Experimental Psychiatry, 34(1), doi: /S (03)
Borowa, D., Sirles, D., Ciavaglia, A., Glogau, M., Becerra, A., Robitschek, C. (2013) Protecting college students against depression: Effects of intentional growth initiative. Unpublished manuscript
Robitschek, C., Ashton, M. W., Spering, C. C., Geiger, N., Byers, D., Schotts, G. C., & Thoen, M. (2012). Development and psychometric properties of the Personal Growth Initiative Scale – II. Journal of Counseling Psychology, 59, doi: /a
Radloff, L.S. (1977). The CES-D scale: A self-report depression scale for research in the general population. Applied Psychological Measurement, 1,
Lyubomirsky, S., & Lepper, H. S. (1999). A measure of subjective happiness: Preliminary reliability and construct validation. Social indicators research, 46(2),
Diener, E. D., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The satisfaction with life scale. Journal of personality assessment, 49(1),
MacKinnon, D. P. (2008). Introduction to Statistical Mediation Analysis. Routledge.
Results
Means and Standard Deviations of Measures at Baseline, Week 1, and Week 4
Repeated-measures Analysis, using SAS Figure 1
PROC MIXED showed differential changes Mediation Model
as a function of condition in depressive
symptoms, F(2, 84) = 7.22, p < .01, and life
satisfaction, F(2, 84) = 5.40
p < .01, but not subjective happiness.
A mediation model following MacKinnon’s10
approach, found that change in life
satisfaction between baseline and week 1
mediated the effect of condition on
change in depression in the same interval,
(indirect effect = -.08, 95% CI = -.15, -.02).
Table 1
Measure
Baseline
Week 1
Week 4
Treatment
n = 43
CES-D
M = 11.19, SD = 7.71
M = 8.34,
SD = 8.19
M = 8.28,
SD = 6.52
Control
M = 9.70, SD = 4.69
M = 12.17,
SD = 8.77
M = 12.72,
SD = 10.72
SWLS
M = 25.98, SD = 6.19
M = 28.11, SD = 5.83
M = 28.00, SD = 5.50
M = 26.05, SD = 6.05
M = 25.40, SD = 6.54
M = 26.32, SD = 6.93
SHS
M = 5.35,
SD = 1.05
M = 5.62,
SD = 1.14
M = 5.55,
SD = 0.94
M = 5.23,
SD = 1.19
M = 5.21,
SD = 1.26
M = 5.22,
SD = 1.41
Questions?
For more information contact Kevin Harmon at:
Department of Psychology
Texas Tech University
PO Box 42051
Lubbock, TX