Information Center

Thrive programs are proven to be effective in helping young people excel, but don't just take our word for it.

Experts in a wide variety of fields offer enthusiastic support for the science behind our combination of validated clinical strategies for behavioral change with established educational programs -- coupled with interactive web content, media, and social networking to reinforce healthy lifestyles and well-being.

Topics


Academic Achievement

Improving the High School Graduation Rate.
Summary: HS graduation rates are an important indicator of overall child well-being as well as a predictor of how youth will fare as they enter adulthood.
Children's Agenda Issue Brief, Santa Clara County Children’s Agenda. (2009).

Impact of stress factors on college students academic performance
Summary: The present study was unable to find a correlation between the score on the perceived stress scale, and GPA. Still the stress factors that most contributed to the student’s GPA, mainly sleep and social, activities were consistent with other research. A much larger survey would need to be conducted in order to provide an appropriate sample size.
Womble, L. P.

Identity, Belonging, and Achievement: A model, interventions, implications
Summary: Freshman year of college students feel uncertain about their belonging in college. Those that received an intervention earned a higher GPA in the subsequent semester.
Cohen, G. L., Garcia, J.


Depression

The impact of depression on the academic productivity of university students
Summary: Study found a significant relationship between depression and academic performance: diagnosed depression was associated with a 0.49 or half letter grade in student GPA, while treatment was associated with a protective effect of approximately 0.44 points.
Journal of Mental Health Policy and Economics, 8, 145-151.

Prevention of Depression in At-Risk Adolescents
Summary: The CB prevention program had a significant prevention effect through the 9-month follow-up period based on both clinical diagnoses and self-reported depressive symptoms, but this effect was not evident for adolescents with a currently depressed parent.
The Journal of American Medical Association, 301(21), 2215-2224.

Effects of ruminative and distracting responses to depressed mood on the retrieval of autobiographical memories
Summary: Relative to short term distraction, ruminative responses to depressed mood enhance the retrieval of negative life events from memory
Journal of personality and social psychology, (75), 166-177.

A randomized trial of group cognitive intervention for preventing depression in adolescent offspring of depressed parents
Summary: Main Points: A brief, group cognitive therapy prevention program can reduce the risk for depression in the adolescent offspring of parents with a history of depression.
Archives of General Psychiatry, 58, 1127-1134.


Eating Disorders

Randomized, controlled trial of an internet-facilitated intervention for reducing binge eating and overweight in adolescents.
Summary: An Internet-facilitated intervention is moderately effective in short-term weight loss and weight maintenance and yields a large reduction in binge eating. This study also demonstrates that weight management and reduction of eating disorder psychopathological features can be achieved simultaneously by using an easily disseminated, Internet-facilitated program.
Jones, M., Luce, K.H., Osborne, M. I., Taylor, K., Cunning, D., Doyle, A.C., Wilfley, D.E., Taylor, C.B. (2008). Pediatrics, 121, 453-462.

Effectiveness of a computer-based interactive eating disorders prevention program at long-term follow-up
Summary: Participation in the Student Bodies resulted in better outcomes compared to controls. The women in the unmoderated discussion group appeared to have the most reduction in risk. Decrease in risk also associated with time spent using the Internet-based program. Findings suggests that Student Bodies may reduce risk of eating and body image over the long term, and that moderation of discussion groups may not be essential for successful outcomes.
Eating Disorders, 14, 17-30.