Foundational Research: Evaluating the Erika's Lighthouse High School Program
A clinical psychology doctoral dissertation from the Adler School of Professional Psychology evaluating the impact of the Erika's Lighthouse Understanding Teen Depression curriculum on high school student attitudes, stigma reduction, and help-seeking behaviors.
Key Takeaways
- Statistically Significant Attitudinal Shifts: Among 331 Chicagoland high school students, participation in the Understanding Teen Depression program resulted in significant positive changes across 8 of 14 evaluated attitude domains.
- Proven Help-Seeking Impact: This study demonstrated a highly significant increase in student help-seeking behaviors post-intervention.
- Effective Across Genders: While female students entered with higher baseline awareness, male and female students demonstrated equal gains in knowledge acquisition, proving the curriculum's universal benefit.
- Safe, Myth-Busting Framework: Confirmed that direct, structured classroom education on depression reduces stigma without inducing distress, encouraging students to connect with trusted adults.
Why This Matters
Adolescent depression is a major risk factor for youth suicide, yet fewer than one-third of struggling youth reach out for professional help. Stigma and misconceptions surrounding mental health often prevent teens from speaking up.
This foundational study highlights how Erika's Lighthouse addresses the root causes of underreporting:
- Targeting Attitudes Before Behavior: Rather than focusing solely on cognitive-behavioral skill-building, the program focuses on mental health literacy and attitudinal change—creating the psychological safety needed for students to seek care.
- Dispelling Stigma Through Peer Stories: By combining video presentations, student panels, and guided discussions, the curriculum replaces common myths with safe, fact-based messaging.
- Addressing State & Community Priorities: Aligns directly with school mental health initiatives (such as the Illinois Suicide Prevention Strategic Plan) by delivering a low-cost, scalable primary prevention tool for high schools.
Erika's Lighthouse Works
The study evaluated archival pre- and post-intervention survey data from high school students across suburban Chicago. Outcomes were measured across 14 Likert-scale items assessing stigma, depression awareness, and suicide prevention concepts:
| Evaluated Domain | Study Findings Recorded in Systematic Review |
| Recognizing Signs in Friends | A statistically significant increase in students identifying depression and suicidal thoughts in a peer. |
| Help-Seeking Behaviors | A highly significant increase in reported help-seeking post-intervention. |
| Knowledge & Understanding | Significantly improved knowledge surrounding mental health topics. |
| Program Approach | Noted for utilizing video presentations, lectures, adolescent discussion panels, and guided classroom discussions. |
The Authors
This evaluation was conducted as doctoral clinical psychology dissertation research at the Adler School of Professional Psychology in Chicago, IL.
| Researcher / Contributor | Role & Affiliation |
| Laura "Lola" White, PsyD |
Lead Researcher / Author — Adler School of Professional Psychology |
| David Castro-Blanco, PhD |
Dissertation Committee Chair — Adler School of Professional Psychology |
| Robert Heller, PhD |
Committee Member — Adler School of Professional Psychology |
| Jason LaHood, PsyD |
Committee Member — Sankofa Psychological Services |
Access the Paper
Citation: White, L. L. (2012). Assessing the effectiveness of a school-based depression and suicide prevention program (Doctoral dissertation, Adler School of Professional Psychology). ProQuest Dissertations & Theses Global (UMI No. 3662121).
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