Table 9Intervention Characteristics of Included Studies: Adolescents (Key Questions 4 and 5)

Intervention categoryStudyBrief description of interventionControl condition# of sessionsDuration of treatment (m)Sessions per week during most intensive phase
Cognitive behavioral therapyDonaldson 2005153Individual skills-based treatment and brief contact with parents at each session and 1 to 3 family sessionsUnstructured sessions addressing reported symptoms and problems on same schedule of sessions as intervention group12–1661
Esposito-Smythers 2011163,189Individual skills development with youth, parenting and other skills development for parents with separate therapist, and family sessions targeting suicidality and substance misuseUC, determined and provided by community-based providers, including availability of resource information, emergency and nonemergent appointments34+121
Greenfield 2002156Phone contact immediately after ED visit, involving in-depth assessment and treatmentUC, continue treatment initiated in ED, including hospitalization, outpatient care or referral to a variety of community resourcesNRNRNR
Developmental group therapyGreen 2011155,190Developmental group psychotherapyUC, varied by center6+1.5+1
Hazell 2009157Developmental group psychotherapyUC, provided by community-based adolescent mental health service, such as individual or family counseling, medication, or care coordination activities6+Up to 121
Wood 2001160Developmental group psychotherapyUC, included family sessions, nonspecific counseling with adolescent, and psychotropic medications6+6+1
Psychodynamic or interpersonal therapyChanen 2008164Cognitive analytic therapyUC, standardized good clinical care with modular treatment package2461
Diamond 2010108, 191Process-oriented and emotion-focused attachment-based family therapyFacilitated referral process (found provider, set up initial appointment, encouraged attendance) with ongoing clinical monitoringNR3NR
Tang 2009159Intensive individual interpersonal psychotherapyPsychoeducation and irregular individual supportive counseling with teacher who learned basic counseling skills181.53
Other therapy, with direct therapeutic contactEggert 2002154,192194Computer-assisted suicide assessment, motivational counseling session, and identification of school-based case manager to support connection between school, parents, and youthInterviewer implemented school policy and used standardized social connections procedures, including notifying parents and staff personnel11 dayNA
Hooven 2012161C-CARE: Computer-assisted suicide assessment, motivational counseling session, and identification of school-based case manager to support connection between school, parents, and youth
P-CARE: 2 parent sessions, reviewing suicide risk, support and communication skills, conflict reduction, youth mood management
C+P-CARE: Both of the above
UC, 30-minute interview addressing suicide risk factors, derived from C-CARE interview (involves connection to school resources and parent phone call)C-CARE:1
Other therapy, without direct therapeutic contactKing 2009158Youth-nominated support person trained to provide support to the youthUCNANANA
Improving treatment adherence without direct person-to-person contactRobinson 2012162, 195Monthly postcards for 12 months, expressing interest in person’s well-being, reminding them about previously identified sources of help, describing 1 of 6 rotating self-help strategies (e.g., physical activity, books, Web sites)UC, treatment support the individual was receiving at the time (e.g., support from general practitioner, school counselor, private psychiatrist or psychologist) and received initial sources of help interview but no postcards012NA

Abbreviations: ED = emergency department; NA = not applicable; NR = not reported; UC = usual care.

From: 3, RESULTS

Cover of Screening for Suicide Risk in Primary Care
Screening for Suicide Risk in Primary Care: A Systematic Evidence Review for the U.S. Preventive Services Task Force [Internet].
Evidence Syntheses, No. 103.
O’Connor E, Gaynes B, Burda BU, et al.

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