Evidence for the Resourceful Adolescent Progam
The Resourceful Adolescent Program (RAP) is one of the most extensively evaluated school-based mental health promotion and depression prevention programs internationally.
Its evidence base spans randomised controlled trials (including RAP vs Placebo), large-scale implementation studies, cross-cultural adaptations, work with neurodiverse populations and, work with clinically indicated populations (e.g. young people with symptoms of depression and suicidality), consistently demonstrating benefits for adolescent wellbeing and resilience.
RAP Evidence Framework
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RAP-A
Research includes:
Randomised controlled trials
International studies
Autism adaptations
Mechanisms of change research
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RAP-P
Research includes:
Family intervention trials
Adolescent suicidality studies
Parent experience research
Autism family support studies
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RAP-T
Research includes:
School implementation studies
Autism CRC research
Real-world delivery outcomes
RAP-A Evidence Summary
✓ Reduced depressive symptoms in adolescents across multiple randomised controlled trials
✓ Improved resilience, coping skills and emotional wellbeing
✓ Benefits maintained beyond program completion in several studies
✓ Demonstrated effectiveness beyond non-specific program effects
✓ Positive outcomes across Australian and international settings
✓ Successfully adapted for neurodiverse adolescents, including autistic young people
The summaries below provide an overview of the major research studies underpinning the RAP-A evidence base. Full citations and links to the original publications are available in the Publications Section.
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Study Summary
This landmark randomised controlled trial evaluated RAP in Australian secondary schools. Approximately 260 Year 9 students participated in RAP-A, RAP-F (RAP-A plus RAP-P), or control conditions. The program was delivered within the school curriculum and achieved high levels of participation and retention.
Key Findings
Significant reductions in depressive symptoms and hopelessness at post-test
Benefits were maintained at 10-month follow-up
A significantly higher proportion of RAP participants moved from clinical or subclinical ranges into healthy ranges
Fewer students progressed to clinically significant depression compared to control groups
Why It Matters
This study established RAP as a clinically meaningful universal prevention program, demonstrating benefits beyond statistical improvement alone and supporting its use within school settings to promote adolescent mental health.
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Study Summary
The RAP-Kiwi trial was a rigorous placebo-controlled study conducted in New Zealand secondary schools. The study involved 392 students aged 13–15 and compared RAP-Kiwi with a structurally equivalent placebo program. The program was delivered by trained teachers within the school setting.
Key Findings
Significant reductions in depressive symptoms following participation in RAP-Kiwi
Some benefits were maintained at 18-month follow-up
Demonstrated improvements beyond those achieved through a comparable placebo program
Why It Matters
This study demonstrated that RAP’s outcomes are driven by its specific active ingredients, providing evidence that benefits extend beyond the general effects of participating in a wellbeing or educational program.
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Study Summary
This study evaluated teacher-delivered RAP-A in secondary schools in Mauritius, providing an opportunity to examine the program’s effectiveness in a non-Western cultural context.
Key Findings
Significant reductions in depressive symptoms at post-test
Improvements in coping skills and self-esteem
Depression-related benefits were not fully maintained at follow-up
Why It Matters
This study provides evidence that RAP can be successfully adapted across different cultural contexts, while also highlighting the importance of local factors in sustaining outcomes over time.
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Study Summary
The “Happy House” program is a culturally adapted version of RAP delivered as a universal mental health intervention in Vietnamese secondary schools. This large-scale study evaluated the program’s effectiveness within a low- and middle-income country context and demonstrated its feasibility when delivered through routine school systems.
Key Findings
Significant reductions in depressive symptoms immediately following the intervention
Improvements in psychological wellbeing and coping self-efficacy
Enhanced coping skills, including problem-solving, emotion regulation and help-seeking
Coping benefits were more sustained over time than reductions in depressive symptoms
Strong evidence of successful implementation within Vietnamese school settings
Why It Matters
This study demonstrates that RAP can be successfully adapted and delivered across different cultural and educational contexts. The findings provide evidence that RAP’s core mechanisms, including coping skill development, emotional regulation and problem-solving, can be effectively scaled within school systems while producing meaningful improvements in adolescent mental health and resilience.
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Study Summary
This pilot randomised controlled trial evaluated the first adaptation of RAP for adolescents on the autism spectrum. The program was modified to support the cognitive, social and communication needs of young people with ASD while maintaining RAP’s core resilience and wellbeing framework.
Key Findings
Reduced depressive symptoms among participating adolescents
Improved emotional understanding and awareness
Enhanced coping skills and resilience
Why It Matters
This study demonstrated that RAP could be successfully adapted for adolescents on the autism spectrum, providing early evidence of both feasibility and positive mental health outcomes in ASD populations.
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Study Summary
This longitudinal mixed methods study evaluated larger-scale implementations of adapted RAP programs across mainstream and specialist educational settings for adolescents on the autism spectrum. The study examined the impact of RAP-A, RAP-P and RAP-T on emotional wellbeing, coping, resilience and participation at school using strength-based, autism-inclusive teaching approaches.
Key Findings
Meaningful proportions of students demonstrated reliable improvements in emotional symptoms
Improved coping skills and resilience
Increased engagement and participation at school
Very low rates of reliable deterioration
Qualitative findings highlighted increased confidence, emotional awareness, peer connection and classroom engagement
Why It Matters
This study demonstrates that RAP can produce clinically meaningful individual-level improvements across emotional wellbeing, resilience and school participation for adolescents on the autism spectrum. The findings show benefits beyond average group outcomes, highlighting meaningful positive change for individual students in real-world educational settings.
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Study Summary
This qualitative research explored adolescents’ experiences of participating in RAP-A and examined what young people themselves believed had changed as a result of the program. Additional qualitative findings from RAP adaptations for adolescents on the autism spectrum provided insight into how participants experienced the program and applied its skills in everyday life.
Key Findings
Three core mechanisms of change were identified:
Improved interpersonal relationships
Enhanced self-regulation skills
More helpful cognitive patterns
Adolescents most strongly emphasised improvements in relationships and self-regulation as central to their emotional wellbeing.
Qualitative findings from ASD adaptations also highlighted:
Improved emotional understanding
Better identification and expression of feelings
Stronger coping skills
Practical strategies for managing stress and frustration
Increased social confidence and peer connection
Greater feelings of belonging and inclusion
Why It Matters
These findings suggest RAP works by strengthening how young people manage emotions, navigate relationships and respond to challenges in everyday life. Together, the research provides evidence that RAP functions as a skills-based, relational and self-regulatory resilience program, helping young people build practical capabilities that support wellbeing across a range of educational and social contexts.
RAP-P Evidence Summary
✓ Improved family communication and problem-solving
✓ Increased parent confidence in responding to adolescent distress
✓ Reduced family conflict and improved emotional climate at home
✓ Stronger parent-adolescent relationships and connection
✓ Positive impacts on adolescent mental health and suicidality
✓ Effective in both general and neurodiverse family contexts
The summaries below provide an overview of the research underpinning the RAP-P evidence base. Full citations and links to the original publications are available in the Publications Section.
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Study Summary
This randomised controlled trial evaluated RAP-P as a family-focused intervention for adolescents presenting with suicidal behaviour. Delivered alongside routine clinical care, the program included a structured, strengths-based parent intervention focused on family communication, emotional support, coping skills and collaborative problem-solving.
Key Findings
Greater reductions in adolescent suicidal behaviour compared with routine care alone
Significant improvements in psychiatric functioning and family relationships
Improvements in family functioning were associated with reductions in suicidality
Benefits were maintained at 3- and 6-month follow-up
High levels of family engagement and participation throughout the study
Parents reported increased confidence, improved communication and a greater ability to respond constructively to adolescent distress
Why It Matters
This study demonstrates that RAP-P can produce meaningful improvements in family functioning, adolescent mental health and suicidal behaviour. The findings highlight the importance of strengthening family relationships and communication as part of a comprehensive approach to supporting young people experiencing significant emotional distress.
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Study Summary
This qualitative component of the RAP-P trial explored parents’ experiences of participating in the program while supporting adolescents experiencing suicidal behaviour and significant emotional distress. Parents provided feedback on how the program influenced their understanding, confidence and interactions within the family.
Key Findings
Parents reported that RAP-P:
Increased their understanding of adolescent suicidal behaviour and emotional distress
Provided practical strategies for responding to crises and reducing family conflict
Supported a shift from reactive responses to more reflective and regulated parenting
Increased confidence in managing high-intensity emotional situations
Reduced feelings of isolation through shared experience and validation
Strengthened hope and optimism about adolescent recovery
Improved communication and collaborative problem-solving within the family
Why It Matters
Parents described RAP-P as helping create calmer, more supportive and constructive family interactions. The findings suggest the program not only supports young people experiencing distress, but also equips parents with practical skills and confidence to respond effectively during challenging periods.
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Study Summary
This study evaluated a strength-focused parenting intervention delivered alongside a depression prevention program for adolescents on the autism spectrum. Qualitative feedback explored how the intervention influenced parents’ understanding, communication and relationships within the family.
Key Findings
Parents reported that the intervention:
Increased awareness of their adolescent’s strengths alongside the challenges associated with autism and mood vulnerability
Improved understanding of emotional and behavioural experiences in autistic adolescents
Supported more positive, strengths-based communication within the family
Enhanced their ability to respond to distress in a calmer, more structured and supportive way
Increased confidence in supporting emotional regulation and coping development
Reduced conflict and improved the emotional climate at home
Strengthened parent-adolescent connection through greater understanding and validation
Why It Matters
Parents particularly valued the shift from a problem-focused perspective to a strengths-based approach. The findings suggest that helping families recognise and build on existing strengths can improve day-to-day interactions, strengthen relationships and reduce stress within the home.
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Qualitative research across RAP-P studies provides insight into how parents experience the program and the changes they observe within their families. Across different populations and contexts, parents consistently reported increased confidence in supporting their adolescents, improved communication and problem-solving within the family, and a shift towards more structured, reflective and strengths-based parenting approaches. Many parents also described stronger parent-adolescent relationships, reduced family conflict, and a more positive emotional climate at home. Together, these findings suggest that RAP-P supports meaningful improvements in family functioning by helping parents feel better equipped to respond to emotional and behavioural challenges.
RAP-T Evidence Summary
✓ High levels of teacher engagement and program satisfaction
✓ Positive changes in teacher-student relationships
✓ Increased focus on school connectedness and belonging
✓ Practical implementation within everyday school settings
✓ Improved teacher confidence and wellbeing
✓ Positive impacts on student engagement and participation
While the RAP-T evidence base is smaller than RAP-A and RAP-P, research and teacher feedback consistently demonstrate strong engagement with the program and meaningful changes in classroom practice, school connectedness and teacher-student relationships.
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Study Summary
A pilot study involving 70 teachers evaluated key elements of RAP-T and explored how educators applied the program within their schools and classrooms. Participant evaluations were consistently positive, with teachers reporting high levels of engagement and practical application of RAP-T principles.
Key Findings
High levels of teacher acceptance and satisfaction with the program
Increased focus on building positive relationships with students
Greater emphasis on school connectedness and student inclusion
Adoption of RAP-T principles and WISE language in everyday teaching practice
Implementation of practical initiatives to strengthen student engagement and belonging
Positive impacts on teacher wellbeing, confidence and classroom relationships
Reports of improved engagement from previously disconnected students
Why It Matters
The findings suggest RAP-T provides educators with practical strategies to strengthen relationships, promote school connectedness and create more supportive learning environments. Teachers consistently reported that the program helped them focus on student wellbeing while also improving their own confidence, effectiveness and sense of purpose within the school community.
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RAP-T has been well received by educators and has demonstrated strong potential to strengthen school connectedness, teacher-student relationships and student engagement through practical, relationship-focused approaches that can be integrated into everyday school life.
Publications
For readers interested in the original research, full publication details and journal links (where publicly available) are provided below.
Tran, T., Nguyen, H., Shochet, I., Nguyen, N., La, N., Wurfl, A., Orr, J., Nguyen, H., Stocker, R., Fisher, J.(2024) Psychometric properties of the centre for epidemiologic studies depression scale revised – vietnamese version (CESDR-V) among adolescents, Psychiatry Research Communications View Publication →
Tran TD, Nguyen H, Shochet I, Nguyen N, La N, Wurfl A, Orr J, Nguyen H, Stocker R and Fisher J (2023):School-based universal mental health promotion intervention for adolescents in Vietnam: Two-arm, parallel, controlled trial. Cambridge Prisms: Global Mental Health, 10, e69, 1–12 View Publication →
Thach Tran, Huong Nguyen, Ian Shochet, Nga Nguyen, Nga La, Astrid Wurfl, Jayne Orr, Hau Nguyen, Ruby Stocker & Jane Fisher (14 Oct 2023): Coping Self-Efficacy and Thoughts of Self-Harm Among Adolescents in Vietnam: A Longitudinal Study, Archives of Suicide Research, DOI: 10.1080/13811118.2023.2265444
Shochet, I., Orr J., Cockshaw, W., Tran, T., La, N., Nguyen, H., Nguyen N., Nguyen, H., Wurfl A., Stocker R, & Fisher J. (2022) Validation of the Behavioral Anger Response Questionnaire for Children (BARQ‑C) in a large community sample of Vietnamese middle adolescents in Hanoi. BMC Psychology (2022) 10:199. View Publication →
La NL, Shochet I, Tran T, Fisher J, Wurfl A, Nguyen N, et al. (2022) Adaptation of a schoolbased mental health program for adolescents in Vietnam. PLoS ONE 17(8): e0271959. View Publication →
Tran, T., La, N., Nguyen, H., Shochet, I., Nguyen N., Wurfl A,. Orr J., Nguyen H., Stocker R, & Fisher J. (2022). Validation of the coping self-efficacy scale: Vietnamese version for adolescents. BMC Psychol10, 59 (2022). View Publication →
Shochet, I. M., Saggers, B. R., Carrington, S. B., Orr, J. A., Wurfl, A. M., Kelly, .R. L.,& Duncan, B.M. (2022). A School‑Based Approach to Building Resilience and Mental Health Among Adolescents on the Autism Spectrum: A Longitudinal Mixed Methods Study. School Mental Health, View Publication →
Suzanne B. Carrington , Beth R. Saggers , Ian M. Shochet , Jayne A. Orr , Astrid M. Wurfl , Jane Vanelli & Julie Nickerson (2021): Researching a whole school approach to school connectedness, International Journal of Inclusive Education. View Publication →
Saggers, B. R., & Carrington, S. B., Shochet, I. M., Wurfl., A. M., Orr, J. A., & Kelly, R. L. (2021). School based action research to support school connectedness: A whole school approach. In S. Carrington, B. Saggers, K. Harper-Hill, & M. Whelan (Eds.), Supporting students on the autism spectrum in inclusive schools. London, United Kingdom: Routledge.
Shochet, I. M., Wurfl., A. M., Orr, J. A., Kelly, R. L., Saggers, B. R., & Carrington, S. B. (2021). School Connectedness to support student mental health and wellbeing. In S. Carrington, B. Saggers, K. Harper-Hill, & M. Whelan (Eds.), Supporting students on the autism spectrum in inclusive schools. London, United Kingdom: Routledge.
Tran, T., Nguyen, H. T., Shochet, I. M., Wurfl, A. M., Orr, J. A., Nguyen, N., … Fisher, J. (2020). School-based, two-arm, parallel, controlled trial of a culturally adapted resilience intervention to improve adolescent mental health in Vietnam: Study protocol. BMJ Open, 10, e039343. View Publication →
Shochet, I. M., Saggers, B. R., Carrington, S. B., Orr, J. A., Wurfl, A. M., & Duncan, B. (2019). A strength-focused parenting intervention may be a valuable augmentation to a depression prevention focus for adolescents with autism. Journal of Autism and Developmental Disorders. View Publication →
Shochet, I. M., & Orr, J. A. (2018). Promoting school connectedness. Promoting a sense of belonging. In B. R. Saggers (Ed.), Developing Positive Classroom Environments (pp. 167–179). Sydney, Australia: Allen & Unwin.
Mackay, B., Shochet, I., & Orr, J. (2017). A Pilot Randomised Controlled Trial of a School-Based Resilience Intervention to Prevent Depressive Symptoms for Young Adolescents with Autism Spectrum Disorder: A Mixed Methods Analysis. Journal of Autism Developmental Disorders. Advance online copy. View Publication →
Cunningham, L., Shochet, I., Smith, C., & Wurfl, A. (2017). A qualitative evaluation of an innovative resilience-building camp for young carers. Child and Family Social Work, 22,700-710. View Publication →
Shochet, I. M., Saggers, B. R., Carrington, S. B., Orr, J. A., Wurfl, A. M., Duncan, B. M., & Smith, C. L. (2016). The Cooperative Research Centre for Living with Autism (Autism CRC) conceptual model to promote mental health for adolescents with ASD. Clinical Child and Family Psychology Review, 19, 94-116. View Publication →
Shochet, I. M., Montague, R., Smith, C. L., & Dadds, M. (2014). A qualitative investigation of adolescents' perceived mechanisms of change from a universal school-based depression prevention program. International Journal of Environmental Research and Public Health, 11, 5541-5554.
Chapman, R., Buckley, L., Sheehan, M., & Shochet, I. (2014). Teachers' perceptions of school connectedness and risk-taking in adolescence. International Journal of Qualitative Studies in Education, 27(4), 413-431.
Chapman, R. L., Buckley, L., Sheehan, M., & Shochet, I. M. (2013). Pilot evaluation of an adolescent risk and injury prevention programme incorporating curriculum and school connectedness components. Health Education Research, 28(4), 612-625.
Mackay, B., & Shochet, I. M. (2012). Children with autistic spectrum disorder have an associated risk of depression: The need for evidence-based psycho-social interventions. Australasian Epidemiologist, 19(1), 13-17.
Shochet, I.M., Smith, C. L., Furlong, M., & Homel, R. (2011). A prospective study investigating the impact of school belonging factors on negative affect in adolescents. Journal of Clinical Child and Adolescent Psychology, 40(4), 586-595.
Rivet-Duval, E., Heriot, S., & Hunt, C. (2011). Preventing Adolescent Depression in Mauritius: A Universal School-Based Program. Child and Adolescent Mental Health 16 (2) 86–91.
Shochet, I., Hoge, R & Wurfl, A. (2009). Building Resilience in Adolescents: The Resourceful Adolescent Program (RAP). In K.Geldard (Ed). Practical Interventions for Young People. Sage Publications Ltd.
Shochet,I.M & Hoge, R (2009). Resourceful Adolescent Program: A Prevention and Early Intervention Program for Teenage Depression In E Essau (Ed.), Treatment of Adolescent Depression. Oxford Unversity Press.
Shochet, I.M., Homel, R., Cockshaw, W.D. & Montgomery, D.T. (2008). How do school connectedness and attachment to parents interrelate in predicting adolescent depressive symptoms? Journal of Clinical Child and Adolescent Psychology, 37 (3), 676-681.
Shochet, I.M., Smyth, T. & Homel, R. (2007). The Impact of Parental Attachment on Adolescent Perception of the School Environment and School Connectedness. Australian and New Zealand Journal of Family Therapy, 28 (2), 109-118
Shochet I.M., Dadds M.R., Ham D. & Montague R.(2006) School Connectedness Is an Underemphasized Parameter in Adolescent Mental Health: Results of a Community Prediction Study; Journal of Clinical Child and Adolescent Psychology, 35 (2), 170–179
Shochet,I., & Ham,D.(2004) Universal School-based Approaches to Preventing Adolescent Depression: Past Findings and Future Directions of the Resourceful Adolescent Program. International Journal of Mental Health Promotion, 6(3), 17-25.
Shochet I, Wurfl A., & Hoge R.(2004) The Resourceful Adolescent Programs: Working with teenagers in Queensland, Australia. In Mental Health Promotion: Case Studies from Countries”. A joint publication of the World Federation for Mental Health and the World Health Organisation.
Shochet,I., & Ham,D.(2003) A Universal Approach for Preventing Adolescent Depression: Promoting family wellbeing and resilience in adolescents. In I.Katz & J Pinkerton, Eds., Evaluating family Support: International Lessons for Policy, Practice and Research. West Sussex: John Wiley and Sons. This Chapter describes the RAP Programs with Particular emphasis on building risk and protective factors in family functioning
Shochet,I., Montague,R., & Ham,D.(2002). A Universal approach to the Prevention of Depression in Adolescents. In N.N. Singh, T.H. Ollendick & A.N. Singh, Eds., International Perspectives on Child And Adolescent mental Health, volume 2(pp 213 – 235). London: Elsevier. This chapter presents an overview of the Resourceful Adolescent Programs including initial evaluations.
Shochet, I. (2002). The Resourceful Adolescent Program (RAP): building resilience and preventing depression in adolescents through universal school-based interventions. In L Rowling, G Martin & L Walker, Eds., Mental health promotion and young people: concepts and practice ( pp. 172-184). Sydney: McGraw Hill. This chapter covers a lot of the same ground as the J Clin Child Psych paper but includes information about other current trials of RAP.
Shochet, I. M., Dadds, M. R., Holland, D., Whitefield, K., Harnett, P. H., & Osgarby, S. M. (2001). The efficacy of a universal school-based program to prevent adolescent depression. Journal of Clinical Child Psychology, 30, 303-315. This paper describes the initial trial of RAP-A as a universal intervention.
Shochet, I., & Osgarby, S. (1999). The Resourceful Adolescent Project: Building psychological resilience in adolescents and their parents. The Australian Educational and Developmental Psychologist, 16, 46-65. An article describing the RAP Project, including RAP-A and RAP-P
Merry, S., McDowell, H., Wild, C. J., et al (2004) A randomized placebo-controlled trial of a school-based depression prevention program. Journal of the American Academy of Child and Adolescent Psychiatry, 43, 538-547.
Muris, P., Bogie, N., & Hoogsteder, A. (2001). Effects of an early intervention group program for anxious and depressed adolescents: a pilot study. Psychological Reports, 88, 481-482. This paper describes a trial of a Dutch translation of RAP-A as an indicated intervention.