Download Participant's Manual - English

Download Individual Format Therapist's Manual - English

Download Group Format Therapist's Manual - English

Download Participant's Manual - Spanish

Download Individual Format Therapist's Manual - Spanish

Download Group Format Therapist's Manual - Spanish


This manual is the result of an adaptation of the Cognitive-Behavioral model developed by Muñoz, Aguilar-Gaxiola and Guzmán for the treatment of depression. The original manual consisted of a group intervention model for adults with depression. This intervention was used with adult Hispanic populations in the San Francisco area. The main aims of this intervention are to decrease depressive symptoms, shorten the time the adolescent is depressed, learn new ways to prevent becoming depressed and feel more in control.

The original manual was subjected to various changes in order to adapt it for use with Puerto Rican adolescents. To this end, the following changes were made: (1) The group format was adapted to an individual treatment modality. In this manner, the therapy focuses more on the adolescents’ problems and uses their thoughts, experiences, actions, and relationships as examples of the material to be presented. This makes for a more dynamic and interactive therapy, thus allowing the adolescent to assume a more active role. (2) The original manual referred to the participants in the formal second person voice "usted". The formal "usted" was substituted for the familiar second person voice "tu" in order to eliminate the interpersonal distance associated with "usted" in a youth population. (3) The language was simplified to make it more accessible to adolescents. For example, the word "nullity" was substituted for the phrase "I am nothing." (4) The examples were substituted, broadened, or complemented by situations that have arisen in our work with Puerto Rican adolescents. (5) Some of the content was adapted to Puerto Rican culture. (6) Many adolescents are resistant to completing assignments or tasks. Therefore, the therapist has two choices: talk about the adolescent’s thoughts about the assignment, and/or complete the assignment at the beginning of the therapy session. (7) The therapist meets the adolescent and his/her parent(s) before the therapeutic process begins. This creates an open session to establish rapport with the adolescent and explore in detail his/her condition.