Description
To prepare:
Review the Learning Resource document “Problem Solution Preparation.”
Review the Learning Resources related to positive social change.
Review the causes and effects that you described in Week 7. attached “WK7Assgn_Arias_J PSYCH 6393.docx”
Think about some potential solutions to your identified problem and the advantages and challenges of each.
Think about the social change that could result from the potential solutions.
From the Learning Resources “Social Change Series” web resource, choose and review one or more of the social change webinars that are of relevance and interest to you. Think about your Capstone problem and how you might promote positive social change. LINK HERE: https://academicguides.waldenu.edu/careerservices/…
TASK:
Post a description of two potential solutions to the problem, based on the literature that you have researched for the Capstone Project, and explain the advantages and challenges in implementation of each solution. Be sure to support your solutions with scholarly literature.
Also, explain the potential for positive social change for each proposed solution, and discuss how you might promote positive social change.
If you could direct the implementation of each solution, what other ideas do you have that could lead to a successful resolution of the problem?
Be sure to support your postings and responses with specific references to the Learning Resources and identify current relevant literature to support your work.
Unformatted Attachment Preview
Arias 1
Literature Review: Internet-based Cognitive Therapy in managing severe depression
among Elementary Students.
Jose Arias
PSYC – 6393
Dr. Jane Lyons
1/07/2023
Walden University
Arias 2
Literature Review: Internet-based Cognitive Therapy in managing severe depression
among Elementary Students.
Depression is a mental condition characterized by a persistent and prolonged feeling of
sadness, low mood, and anhedonia (Käll et al., 2020). Given the rapid psychological
development among young people and the uncontrolled exposure to social pressure both in
school and at home, the rate of manifestation of depressive symptoms is profoundly high (Käll et
al., 2020). Depression among elementary school students is linked to adverse outcomes that
might extend into adulthood, including cases of substance use, suicidal ideation, poor academic
performance, and impaired social functioning. Thus, given the nature and outcome of depression
among elementary school students, the application of internet-based cognitive therapy has
demonstrated effectiveness in its management and treatment. For the purpose of this literature
review, different scholars will be reviewed to gather empirical evidence on how internet-based
cognitive therapy is an effective psychotherapy for managing severe depression among
elementary school students.
Internet-based cognitive therapy is a combination of information technology and
psychotherapy, facilitated through digital platforms such as computers, mobile phones, or tablets
to deliver treatment as opposed to face-to-face cognitive behavioral therapy. A study by
Kheirkhah et al. (2023), experimented to observe the efficacy of ICBT through a peaceful mind
eight-session guided program. Kheirkhah et al. (2023) revealed the application of ICBT can be
blended, self-directed, or therapist-directed. The finding from Kheirkhah et al. (2023), revealed
that in the application of Peaceful Mind ICBT, patients with depression and anxiety reported
change in mental state after completing the 8-session program. The study further expands that
Arias 3
therapist-directed or guided care involves the support of a therapist walking the patient through
the treatment process, which can be done through asynchronous email communication,
scheduled calls, live chats or streams, and automated notifications technology.
A systematic review of randomized clinical trials by Karyotaki et al. (2021) observed the
long-term and short-term effectiveness of guided and unguided ICBT among depressed patients.
The study noted that the application of therapist-guided internet-based cognitive behavioral
therapy provides a more suitable approach to mental health treatment as it focuses on patient
interaction through internet-enabled devices like phones, tablets, or computers. The study
reviewed the application of both guided and unguided ICBT among patients with depression to
assess its long-term and short-term effectiveness. The result of the study noted that in
posttreatment patients scored PHQ-9 and above for guided treatment compared to unguided
treatment (Karyotaki et al. (2022). The baseline symptoms of depression were noted to reduce
within the short term for guided treatment, and long-term positive effects were noted as well.
The study also noted some benefits of the therapist-directed approach, including time savings,
providing patients with more privacy, and creating more independence throughout the whole
treatment journey. Karyotaki et al. (2022) noted that unguided or self-directed ICBT involves
patients self-managing their treatment process through programs like MoodHackers or e-Ouch.
Herein, students can manage their depression through self-based intervention facilitated through
internet-based platforms integrated with CBT. Therefore, as noted by Karyotaki et al. (2021),
students can benefit more from therapist-directed ICBT as it allows them to maintain adherence
to the treatment and find the process more engaging and interesting compared to traditional faceto-face CBT.
Arias 4
In a randomized trial study by Karyotaki et al. (2022) exploring the effectiveness of
digital health interventions in addressing depression and anxiety, it was noted that the use of
guided ICBT to provide consistency in treatment increased patient satisfaction. This study
recruited 100 college students aged 18 years and above with depression and subjected to ICBT to
measure the effectiveness of TAU (treatment as usual) and guided ICBT. Findings from the
study showed that students exposed to ICBT show positive recovery (p>0.5) in outcome
(symptoms of depression and anxiety, quality of life, education achievement, and school
dropout), as compared to TAU (Karyotaki et al., 2022). The finding also noted that the use of
guided ICBT among young patients with depression provided a sense of routine, which was
difficult to attain in TAU. Besides, students are often highly destructive when it comes to
treatment. Besides, due to depression, they tend to avoid treatment, especially visiting the
psychiatric hospital, as this can have a negative impact on their social relationships with their
peers.
A descriptive review by Shirotsuki et al. (2022) observation on COVID-19’s impact on
the mental health of children noted that many young students are reluctant to seek help from
counselors or therapists due to the stigma associated with mental illness. The study observed the
effectiveness of ICBT follow-up in managing depression among young children, through the
application of guided therapy. Shirotsuki et al. (2022) noted that young children fear being
labeled and seen as mentally unstable, which limits their ability to open up when they experience
mental health problems or seek treatment. Thus, the application of internet-based cognitive
therapy provides easy access to psychotherapy treatment for elementary students. ICBT has
helped remove barriers to psychotherapy, especially among young people who have a high
dependency on technology (Shirotsuki et al., 2022). It has helped preference for self-
Arias 5
management care in the treatment of psychological problems and removed barriers to lack of
time and unnecessary perceptions of mental health treatment.
A recent study by Niles et al. (2021), through their behavioral research, observed the
effectiveness of using ICBT and the patient empowerment associated with this form of
psychotherapy. The findings from their study showed that ICBT provided an individual-tailored
treatment, making it more applicable to patient-specific needs. The study took part in a 10-week
ICBT for depression where patients with depression (n=114) and those with social anxiety
disorder (n=150) were involved in therapist-guided ICBT. Niles et al. (2021) noted that internetbased CBT tackled the core processes that contributed to mental health issues, which were
specific to patient diagnosis. Thus, the use of ICBT among patients with depression allows them
to have an intervention that is tailored specifically to their needs and covers the major issues that
affect them. For instance, elementary students are more exposed to bullying and social exclusion,
which greatly pushes them toward depression. This cohort finds solace in their social media,
electronic gadgets, or any internet-based gadget.
Stjerneklar et al. (2019) conducted a study on the application of a guided ICBT program
called Chilled Out Online to measure the accessibility of ICBT and the cost of treatment among
patients with anxiety and depression. In this study, the authors involved 70 adolescents aged 13
to 17 through the guided ICBT program, where the post-treatment result showed that 40% of
adolescents were free of primary diagnosis compared to 16% who were not on the program
(Stjerneklar et al. 2019). The study purports that to reach this cohort, psychiatrists and counselors
must integrate CBT into information technology, something that resonates more with the target
patient. Therefore, internet-based CBT provides students with a more accessible means of
Arias 6
treatment and configures the therapy to their clinical needs. Stjerneklar et al. (2019) claim that
the use of ICBT with more advanced technology like artificial intelligence and emotional
intelligence has made the process more streamlined in managing depression for guided and
unguided approaches.
Notably, a systematic review by Christ et al. (2020)) noted that the realm of digital health
has been influenced by the current development of artificial intelligence and machine learning.
These technologies have helped internet-based CBT become more efficient and effective in
managing mental health cases. For example, Christ et al. (2020) noted that artificial intelligence
has been integrated into computerized systems or programs used in CBT to help observe changes
in patient mood and psychology, making it easy to tailor specific treatments or interventions.
This has also been effective in the management of depression among young people, with
symptoms of low moods and anxiety (Christ et al., 2020). Nonetheless, the application of
internet-based CBT among elementary students has been facilitated by the ease with which
students use these technologies, which makes mental health treatment more accessible to this
cohort.
A study by Sander et al. (2023) observed the short-term and long-term efficacy of using
both guided and unguided internet-based CBT treatment for depression. The research findings
showed that younger patients benefit from both guided and unguided ICBT, but when it comes to
the longevity of treatment, guided or therapist assisted ICBT is more effective. The study noted
that young people needed constant observation and follow-up on mental health treatment, which
was not available in unguided ICBT. However, when using guided or therapist assisted ICBT,
therapists and counselors managed to maintain up-to-date clinical check-ups and follow-up with
Arias 7
patients. Sander et al. (2023) noted that adolescents placed on guided ICBT responded faster to
treatment than those placed under unguided ICBT, due to the constant involvement of the
therapist in the intervention process. The fallout of elementary students undertaking treatment
when not supervised is high because of a lack of keenness and understanding of the intensity of
mental health repercussions on their health and lives (Sander et al., 2023). Thus, the use of
guided internet-based CBT is considered more effective and efficient for elementary school
students with depression.
In summary, some gaps were noted in the literature review, including the lack of
identification of ICBT in the management of potential comorbidities associated with depression.
Most of the studies focused on how ICBT tackles symptoms of depression without addressing
some underlying factors that contribute to the development of major depression among
elementary school students. Also, the majority of the scholars focused on the application of
ICBT from a holistic point of view without providing a clinically specific approach to depression
interventions related to elementary students. Nonetheless, the issue of depression among
elementary school students has adverse outcomes that, when not properly controlled through the
required interventional mechanisms, may extend into adulthood, and cause mental health
disorders like substance use and suicidal ideation. It can also affect their social and school
performance, leading to poor academic performance and impaired social functioning. Thus, the
application of internet-based cognitive behavior therapy is essential among elementary students.
This treatment approach is effective and efficient, as it provides them with a more interactive and
engaging approach to self-managing depression.
Arias 8
References
Christ, C., Schouten, M. J., Blankers, M., van Schaik, D. J., Beekman, A. T., Wisman, M. A.,
Stikkelbroek, Y. A., & Dekker, J. J. (2020, September 25). Internet and Computer-Based
Cognitive Behavioral Therapy for Anxiety and Depression in Adolescents and Young
Adults: Systematic Review and Meta-Analysis. Journal of Medical Internet Research,
22(9), e17831. https://doi.org/10.2196/17831
Käll, A., Jägholm, S., Hesser, H., Andersson, F., Mathaldi, A., Norkvist, B. T., Shafran, R., &
Andersson, G. (2020, January). Internet-Based Cognitive Behavior Therapy for
Loneliness: A Pilot Randomized Controlled Trial. Behavior Therapy, 51(1), 54–68.
https://doi.org/10.1016/j.beth.2019.05.001
Karyotaki, E., Efthimiou, O., Miguel, C., Maas genannt Bermpohl, F., Furukawa, T. A.,
Cuijpers, P., Riper, H., Patel, V., Mira, A., Gemmil, A. W., Yeung, A. S., Lange, A.,
Williams, A. D., Mackinnon, A., Geraedts, A., van Straten, A., Meyer, B., Björkelund,
C., Knaevelsrud, C., . . . Forsell, Y. (2021, April 1). Internet-Based Cognitive Behavioral
Therapy for Depression. JAMA Psychiatry, 78(4), 361.
https://doi.org/10.1001/jamapsychiatry.2020.4364
Karyotaki, E., Klein, A. M., Ciharova, M., Bolinski, F., Krijnen, L., de Koning, L., de Wit, L.,
van der Heijde, C. M., Ebert, D. D., Riper, H., Batelaan, N., Vonk, P., Auerbach, R. P.,
Kessler, R. C., Bruffaerts, R., Struijs, S., Wiers, R. W., & Cuijpers, P. (2022, March).
Guided internet-based transdiagnostic individually tailored Cognitive Behavioral Therapy
for symptoms of depression and/or anxiety in college students: A randomized controlled
trial. Behaviour Research and Therapy, 150, 104028.
https://doi.org/10.1016/j.brat.2021.104028
Arias 9
Kheirkhah, F., Faramarzi, M., Shafierizi, S., Chehrazi, M., & Basirat, Z. (2023, May).
Preliminary examination of acceptability, feasibility, and effectiveness of internet-based
cognitive behavioral therapy for treatment of depression and anxiety in infertile women.
Heliyon, 9(5), e15760. https://doi.org/10.1016/j.heliyon.2023.e15760
Lindegaard, T., Wasteson, E., Demetry, Y., Andersson, G., Richards, D., & Shahnavaz, S. (2022,
April). Investigating the potential of a novel internet-based cognitive behavioural
intervention for Dari and Farsi speaking refugee youth: A feasibility study. Internet
Interventions, 28, 100533. https://doi.org/10.1016/j.invent.2022.100533
Niles, A. N., Axelsson, E., Andersson, E., Hedman-Lagerlöf, E., Carlbring, P., Andersson, G.,
Johansson, R., Widén, S., Driessen, J., Santoft, F., & Ljótsson, B. (2021, January).
Internet-based cognitive behavior therapy for depression, social anxiety disorder, and
panic disorder: Effectiveness and predictors of response in a teaching clinic. Behaviour
Research and Therapy, 136, 103767. https://doi.org/10.1016/j.brat.2020.103767
Nissen, E. R., Zachariae, R., O’Connor, M., Kaldo, V., Jørgensen, C. R., Højris, I., Borre, M., &
Mehlsen, M. (2021, March). Internet-delivered Mindfulness-Based Cognitive Therapy for
anxiety and depression in cancer survivors: Predictors of treatment response. Internet
Interventions, 23, 100365. https://doi.org/10.1016/j.invent.2021.100365 .
Rahmadiana, M., Karyotaki, E., Schulte, M., Ebert, D. D., Passchier, J., Cuijpers, P., Berger, T.,
van Ballegooijen, W., Wimbarti, S., & Riper, H. (2021, March 5). Transdiagnostic
Internet Intervention for Indonesian University Students With Depression and Anxiety:
Evaluation of Feasibility and Acceptability. JMIR Mental Health, 8(3), e20036.
https://doi.org/10.2196/20036
Arias 10
Sander, L., Beisemann, M., Doebler, P., Micklitz, H. M., Kerkhof, A., Cuijpers, P., Batterham, P.
J., Calear, A. L., Christensen, H., De Jaegere, E., Domhardt, M., Erlangsen, A. M.,
Bergeijk, O. E. V., Hill, R., Mühlmann, C., Österle, M., Pettit, J. W., Portzky, G., Steubl,
L., . . . Büscher, R. (2023, January 1). The Effects of Internet-based Cognitive Behavioral
Therapy for Suicidal Ideation Or Behaviors on Depression, Anxiety, and Hopelessness in
Individuals with Suicidal Ideation: Systematic Review and Meta-analysis of Individual
Participant Data. http://books.google.ie/books?id=mkMi0AEACAAJ&dq=Internetbased+Cognitive+Therapy+in+managing+severe+depression&hl=&cd=10&source=gbs_
api
Shirotsuki, K., Sugaya, N., & Nakao, M. (2022, January 10). Descriptive review of internetbased cognitive behavior therapy on anxiety-related problems in children under the
circumstances of COVID-19. BioPsychoSocial Medicine, 16(1).
https://doi.org/10.1186/s13030-021-00233-y
Stjerneklar, S., Hougaard, E., McLellan, L. F., & Thastum, M. (2019, September 18). A
randomized controlled trial examining the efficacy of an internet-based cognitive
behavioral therapy program for adolescents with anxiety disorders. PLOS ONE, 14(9),
e0222485. https://doi.org/10.1371/journal.pone.0222485
PSYC 6393/FPSY 6393/IPSY 6393/DPSY 6393: Capstone
Problem Solution Preparation
Now that you have critically analyzed the problem, the next step is generating a
solution. Please review the following steps in creating the problem solution for
your identified Capstone problem.
Step 1
Identify the goal in developing a solution.
Using the evacuation plan problem from the Problem Statement Examples,
the goal would be to prevent the Hurricane Katrina disaster from occurring
again by creating an effective, well-developed evacuation plan.
Step 2
List several possible solutions that you found support for in the scholarly
literature. Also, include a possible solution that you created from your own ideas
or expertise in this area.
This is a short list of possible solutions for the evacuation plan for New Orleans:
Have emergency management officials trained on a variety of evacuation
plans from around the country prior to revising the plan for New Orleans.
Develop ways to educate/inform the entire city about the newly revised
evacuation plan, including how it works and maps showing where people
would go and how they would get there.
Develop evacuation plan drills for the city to practice the plan to ensure
that it works properly.
Step 3
For each possible solution, think about the advantages and disadvantages. Is it a
realistic solution? Is it manageable? What are the costs and benefits of the
solution? What are the challenges and barriers to the solution?
Here is a sample analysis using the example of evacuation drills for the city:
This is probably not a realistic plan considering the size of the city. It would
be financially costly, as the emergency staff would have to be paid and the
National Guard troops alerted. It is probably unmanageable, given that it
would require that residents leave their jobs and schools to participate in a
drill.
Step 4
Choose one solution that seems most workable for alleviating the problem.
Describe the advantages and disadvantages of the solution. What challenges or
© Walden University 2019
PSYC 6393/FPSY 6393/IPSY 6393/DPSY 6393: Capstone
barriers might occur with this solution? Discuss the potential for social change
that could occur if this solution is implemented.
Support your problem solution with citations to the research literature.
© Walden University 2019
How Walden’s 8 Features of Social Change Come to Life
Eight Individual-Level Knowledge & Skill Sets for Effective Change Agents
The Effective
Individual Agent
for Social Change
•S
cholarship—Application of theory & research
•S
ystemic Thinking— Understanding interdependencies & context of systems
•R
eflection—Self-inquiry, questioning, learn from past to improve future
•P
ractice—Executing plans, integrating knowledge into action
•C
ollaboration—working with others, building bridges, networking
•A
dvocacy—Raising awareness of needs, supporting others
•C
ivic/Political/Stakeholder Engagement—Engaging the policy/money systems
•E
thical—Commitment to promoting the good of others, including the ecosystem
One Integrative Essential for Effective Change Agents
•L
eadership—The skill to guide, empower, facilitate and assess the work of
others along with the ability to inspire and motivate their efforts toward the
common good
Pairs & Groups
as Agents for
Social Change
Organizations &
Professions as Agents
for Social Change
Community & Societal Level
of Social Change
No ONE person can be strong in all the needed areas of knowledge,
skill, and attitude
• Groups of change agents should include people with complementary skill-sets
and attitudes
• Diversity along many dimensions is critical
Organizations are larger-scale, coordinated actors for social change
• Must be composed of complementary groups of people with mix of
knowledge, skill-sets
• Culture of the organization reveals values & ethics
While social changes can occur at ANY and ALL levels
• The INDIVIDUAL drives the GROUP drives the ORGANIZATION
• Supports collaboration-base change at the community and societal level
• It all starts with the one. You.
Arias 1
Causes & Effects of Capstone
Jose Arias
PSYC – 6393
Dr. Jane Lyons
1/13/2023
Walden University
Arias 2
The issue of depression among elementary students has become highly prevalent, as more
young children are finding it difficult to seek proper help due to the stigma associated with
mental illness. Recent studies have revealed that over 15% of children aged 18 and below have
reported cases of major depression, and the number has been increasing since 2021 (NIMH
Information Resource Center. 2023). The escalating burden of depression among the schoolgoing population has warranted an urgent public health solution, including clinical-based
intervention.
Cause #1:
Exposure to childhood trauma. This cause is related to the research as it focuses on how
elementary students can be victims of or witnesses to violence, domestic abuse, or sexual abuse
(Goodwin et al. 2022).. These experiences can leave an emotional dent, causing severe
depression.
Effect #1:
Exposure to childhood trauma can lead to an increased focus on negative memories,
making the child’s life more threatening and challenging (Goodwin et al. (2022). They can also
develop heightened stress responses, which affect their normal functioning and emotional
stability.
Cause #2:
Underlying health complications such as obesity, anorexia, cancer, asthma, and many
other conditions (Twenge, 2020). This cause relates to the study as it addresses how young
people are affected psychologically when suffering from chronic conditions that increase
emotional instability.
Arias 3
Effect #2:
Underlying health conditions negatively affect their self-esteem, including how they
perceive themselves and how they feel other people view their condition (Twenge, 2020). This
can also affect their personality by increasing their lack of self-importance and social values.
Cause #3:
Experiencing learning challenges or disabilities, including attention-deficit/hyperactivity
disorder and other associated mental health problems like bipolar disorders. This cause relates to
the problem as it touches on important aspects of elementary students’ ability to learn and the
effects learning disabilities can cause (Goodwin et al. 2022).
Effect #3:
Learning challenges can affect students’ perceptions of self-accomplishment and selfworth in school, which interferes with their ability to learn and psychosocial wellness (Goodwin
et al. 2022). This effect relates to the problem as it captures the association between depression
and student learning ability.
My reaction to the findings about the causes and effects of the problem was enlightening.
It was interesting doing research on the problem and identifying the various causes associated
with it. For instance, it was shocking to learn that many children experience trauma more from
family than from their peers or school. A study by Crouch and Elmore (2020) provided very
insightful findings on the issue of sexual abuse and domestic violence, including trauma from
parent divorce, alcoholism, and experiencing battery among parents, which cause 4 to 8% of
depression cases among young children. It was also interesting to note that chronic illness was a
major cause of severe depression among elementary school students. Even though cases of
Arias 4
illness were not high among this cohort, those who experienced medical complications, including
other mental health issues, also developed depression. Thus, finding the causes was insightful
and enlightening, as I acquired new information on depression that helped in building my
research.
The first identified causes, I believe, can be prevented with the best approach. For
instance, trauma, which is one of the leading causes of depression among young people, can be
prevented by creating a safe environment at home, school, and even outside in the playground. In
most cases, dysfunctional families can result in trauma, which can be prevented by ensuring a
child is brought up in a loving and caring family (Goodwin et al., 2022). Good communication
and healthy relationships can help avoid cases of childhood trauma. The second cause revolves
around health, which can be difficult to prevent as people can develop health complications that
cannot be prevented, such as genetic complications like autism. The third cause of learning
challenges can be challenging to prevent; however, experts can help reduce the symptoms that
can lead to depression. One approach is to expose the child to a positive developmental
environment, spot obstacles or challenges to learning at an early stage and take precautions
before they manifest.
The first cause of childhood trauma and its effect proved to be the most important in
leading to the problem. This study focuses on depression among elementary students, who are
the main victims of childhood trauma. Thus, this cause provides a key background to
understanding how the problem of depression develops among young children, focusing on their
personal background, environment, family, and relationships between children and parents.
Young people experience depression due to the events they experience in life, and trauma is one
of the leading causes of negative emotional and social experiences that young people encounter,
Arias 5
which leads to depression (Goodwin et al. 2022). Thus, childhood trauma is identified as a key
factor in causing depression, and the effects on negative childhood memory, disruption of social
life and self-esteem, emotional instability, and functioning lead to a higher case of depression.
Arias 6
References
Crouch, E. & Elmore, A. L., (2020). The association of adverse childhood experiences
with anxiety and depression for children and youth, 8 to 17 years of age. Academic pediatrics,
20(5), 600-608. https:// DOI: 10.1016/j.acap.2020.02.012
Goodwin, R. D., Dierker, L. C., Wu, M., Galea, S., Hoven, C. W., & Weinberger, A. H.
(2022). Trends in US depression prevalence from 2015 to 2020: the widening treatment gap.
American Journal of Preventive Medicine, 63(5), 726-733. https://doi:
10.1016/j.amepre.2022.05.014
NIMH Information Resource Center. (2023, July). Major depression. National Institute of
Mental Health. https://www.nimh.nih.gov/health/statistics/major-depression
Twenge, J. M. (2020). Why increases in adolescent depression may be linked to the
technological environment. Current opinion in psychology, 32, 89-94. https://DOI:
10.1016/j.copsyc.2019.06.036
Purchase answer to see full
attachment
