# Social Cognitive Training to Enhance the Efficacy of CBT for Depression in Youth: A Developmental Approach

> **NIH NIH R33** · VANDERBILT UNIVERSITY · 2021 · $438,421

## Abstract

PROJECT SUMMARY
Depression in youth is a recurrent and impairing disorder. Although some treatments have shown modest effects
in children and adolescents [e.g., cognitive behavior therapy (CBT)], there remains a critical need to improve
upon these therapies in order to reach even more youths with depression. One variable hypothesized to affect
children’s interpersonal relationships, as well as how well they learn the skills taught in CBT, is their level of
social cognitive development on abilities particularly relevant to social functioning and to CBT (e.g., social
perspective taking, theory of mind). The first phase (R61) of the proposed project will test whether a novel
intervention that aims to increase children’s social cognitive (SC) abilities (the “target”) will improve children’s
SC skills, and also their uptake of the strategies taught in CBT (e.g., cognitive reappraisal), with the goal of
reducing levels of depression. Youths (ages 12-17; N=42) with depression diagnoses or clinical levels of
depressive symptoms (CESD ≥ 20) and a deficit in the targeted SC skills will be randomly assigned to either the
social cognitive training enhanced CBT (SCT-CBT) or to a usual care (UC) comparison condition. Pre- and post-
treatment evaluations will assess the target (e.g., social cognitions) and depression. “Target” engagement will
be defined as a medium effect size (≥.40) in the comparison of SCT-CBT vs. UC on the target SC measure at
post-test, controlling for pre-test level of SC. We also will assess the target after sessions 3 and 6 to examine
dose (i.e., at what point the target is reached). In the second phase (R33), we will conduct a replication trial with
a new sample of 82 youths (ages 12-17) again randomized to either SCT-CBT or usual care. Youth will be
evaluated with regard to the target SC abilities, as well as their knowledge of CBT skills, level of depressive
symptoms, and social functioning at baseline and post-intervention (R61 and R33), and at a 4-month follow-up
(R33). All analyses will control for age, sex, and IQ. Finally, in the R33 we will test for mediation – that increases
in SC abilities partially account for the relation between Condition (SCT-CBT vs. UC) and decreases in depressive
symptoms, and also between Condition and increases in CBT skills. If the SCT-CBT intervention significantly
improves children’s SC abilities, increases their capacity to uptake CBT strategies, decreases their depressive
symptoms, and improves their social functioning, then this will provide therapists with a more efficient and
personalized treatment of depression, and thereby substantially improve clinical care.

## Key facts

- **NIH application ID:** 10019707
- **Project number:** 4R33MH115125-03
- **Recipient organization:** VANDERBILT UNIVERSITY
- **Principal Investigator:** JUDY GARBER
- **Activity code:** R33 (R01, R21, SBIR, etc.)
- **Funding institute:** NIH
- **Fiscal year:** 2021
- **Award amount:** $438,421
- **Award type:** 4N
- **Project period:** 2021-09-04 → 2024-06-30

## Primary source

NIH RePORTER: https://reporter.nih.gov/project-details/10019707

## Citation

> US National Institutes of Health, RePORTER application 10019707, Social Cognitive Training to Enhance the Efficacy of CBT for Depression in Youth: A Developmental Approach (4R33MH115125-03). Retrieved via AI Analytics 2026-05-24 from https://api.ai-analytics.org/grant/nih/10019707. Licensed CC0.

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