Table 1 Components of the Up2-D2
From: Developing the universal unified prevention program for diverse disorders for school-aged children
No. | Aim | Component | Summary |
|---|---|---|---|
1 | Introduction of the program | Psychoeducation | Starting the program, confirmation of the rules, introduction of characters, explanation about inventions (cognitive-behavioral skills), and program orientation |
2 | Exploring pleasant events | Behavioral activation | Finding pleasant activities that students can enjoy and exploring other activities that student can engage in even when feeling depressed |
3 | Learning about kind words | Social skills training | Learning and training how to communicate with peers by using kind words through verbal instruction, modeling, behavioral rehearsal, feedback, and homework |
4 | Learning about assertive skills | Social skills training | Learning and training how to communicate with peers by use of assertive skills through verbal instruction, modeling, behavioral rehearsal, feedback, and homework |
5 | Relaxation training | Relaxation | Identifying physical symptoms as a sign for psychological distress; understanding connection between psychological and physical symptoms; and exploring and training their own relaxation, such as progressive muscle relaxation and abdominal breathing techniques |
6 | Identifying one’s own and others’ strengths | Strength work | Exploring strengths of everyone, understanding differences in individuals, and identifying one’s own and others’ strengths |
7 | Discovery of own cognition | Cognitive restructuring | Examining the relationship between situation and emotions, finding cognitions between them, and discovering one’s own thoughts |
8 | Challenging unhelpful thoughts | Cognitive restructuring | Understanding unhelpful thoughts that lead to emotional problems, identifying one’s own typical unhelpful thoughts, and challenging these unhelpful thoughts |
9 | Preparing behavioral challenges | Exposure | Understanding differences in individuals’ difficulties, identifying the theme of challenging, and understanding the exposure mechanisms |
10 | Building-up behavioral challenges | Exposure | Making up one’s own hierarchy, discussing how to attempt small challenges, and planning behavioral challenges |
11 | Learning about problem-solving skills | Problem solving | Introducing steps for problem solving, thinking about solutions as much as possible, evaluating each solution based on multiple criteria, and trying to select the best solution |
12 | Conclusion | Review and conclusion | Reviewing learned skills (inventions), discussing how to combine these skills and apply daily adversities, and graduation ceremony |