Effectiveness and acceptance of tailored web-based psychoeducation for adolescents with major depression.

Abstract

This study (ClinicalTrials.gov: NCT05300204) evaluated the effectiveness and acceptance of two distinctive components of web-based psychoeducation in improving knowledge among adolescents with major depression. Adolescents (n = 85), aged 12-18 years, with a current or past diagnosis of depression, were randomly assigned to one of two components of the German psychoeducational website "ich bin alles" ("I am everything"), tailored for youth. The General Information Group received content on general information about depression, whereas the Self-Management Group received content on self-management. Knowledge outcomes included knowledge of general information and self-management, and acceptance measures. Changes in knowledge were analyzed using linear mixed-effect models at post-test and follow-up. A significant Time x Group interaction emerged for both knowledge outcomes (general information: F(3,82) = 41.7, p < .001; self-management F(3,85) = 3.2, p = .031). The General Information Group showed significantly greater scores in knowledge of general information than the Self-Management Group at post-test and follow-ups (all p < .001 d = 1.79-2.99). No significant between-group differences in knowledge of self-management remained after Bonferroni correction. Both groups rated the website positively in terms of usability, design, and content. Web-based psychoeducation, particularly general information about depression, is an effective and well-accepted approach to improve specific knowledge in adolescents with major depression. Open-access, evidence-based psychoeducational content tailored to adolescents offers a scalable tool to enhance depression literacy, with potential applicability in clinical practice.