University of Trier

Georg Guntermann. Tagebücher. 2025, 461 -470.

Georg Guntermann. Tagebücher. . 2025; ():461-470.

Georg Guntermann. 2025. "Tagebücher." , no. : 461-470.

Subthreshold depression, defined as a depressive status falling short of the diagnostic threshold for major depression, is common, disabling and constitutes a risk factor for future depressive episodes. Cognitive behavioral therapies (CBT) have been shown to be effective but are usually provided as packages of various skills. Little research has been done to investigate whether all their components are beneficial and contributory to mental health promotion. We addressed this issue by developing a smartphone CBT app that implements five representative CBT skills (behavioral activation, cognitive restructuring, problem solving, assertion training and behavior therapy for insomnia), and conducting a master randomized study that included four 2 × 2 factorial trials to enable precise estimation of skill-specific efficacies. Between September 2022 and February 2024, we recruited 3,936 adult participants with subthreshold depression. Among those randomized, the follow-up rate was 97% at week 6 and adherence to the app was 84%. The study showed that all included CBT skills and their combinations differentially beat all three control conditions of delayed treatment, health information or self-check, with effect sizes ranging between −0.67 (95% confidence interval: −0.81 to −0.53) and −0.16 (−0.30 to −0.02) for changes in depressive symptom severity from baseline to week 6, as measured with the Patient Health Questionnaire-9 scores. Knowledge of the active ingredients of CBT can better inform the design of more effective and scalable psychotherapies in the future. (UMIN Clinical Trials Registry UMIN000047124).

Toshi A. Furukawa; Aran Tajika; Rie Toyomoto; Masatsugu Sakata; Yan Luo; Masaru Horikoshi; Tatsuo Akechi; Norito Kawakami; Takeo Nakayama; Naoki Kondo; Shingo Fukuma; Ronald C. Kessler; Helen Christensen; Alexis Whitton; Inbal Nahum-Shani; Wolfgang Lutz; Pim Cuijpers; James M. S. Wason; Hisashi Noma. Cognitive behavioral therapy skills via a smartphone app for subthreshold depression among adults in the community: the RESiLIENT randomized controlled trial. Nature Medicine 2025, 1 -10.

Toshi A. Furukawa, Aran Tajika, Rie Toyomoto, Masatsugu Sakata, Yan Luo, Masaru Horikoshi, Tatsuo Akechi, Norito Kawakami, Takeo Nakayama, Naoki Kondo, Shingo Fukuma, Ronald C. Kessler, Helen Christensen, Alexis Whitton, Inbal Nahum-Shani, Wolfgang Lutz, Pim Cuijpers, James M. S. Wason, Hisashi Noma. Cognitive behavioral therapy skills via a smartphone app for subthreshold depression among adults in the community: the RESiLIENT randomized controlled trial. Nature Medicine. 2025; ():1-10.

Toshi A. Furukawa; Aran Tajika; Rie Toyomoto; Masatsugu Sakata; Yan Luo; Masaru Horikoshi; Tatsuo Akechi; Norito Kawakami; Takeo Nakayama; Naoki Kondo; Shingo Fukuma; Ronald C. Kessler; Helen Christensen; Alexis Whitton; Inbal Nahum-Shani; Wolfgang Lutz; Pim Cuijpers; James M. S. Wason; Hisashi Noma. 2025. "Cognitive behavioral therapy skills via a smartphone app for subthreshold depression among adults in the community: the RESiLIENT randomized controlled trial." Nature Medicine , no. : 1-10.

Prosody, with its core elements the melody and timing of speech, is one of the aspects learners often struggle with when learning foreign languages in its spoken form. The teaching of prosody is however still largely overlooked — even though prosodic knowledge would help to improve learners’ comprehensibility. The present contribution concentrates on prosody teaching of French as a foreign language in Germany. We present the results of semi-structured interviews conducted with five experienced teachers of different regions in Germany. Our aim is to explore the needs among the foreign-language teachers. The teachers reported a rather marginal treatment of prosody, focusing instead on lexis and morpho-syntax in their teaching practice. Concurrently, all of them considered the relevance of prosodic topics as medium to high. We discuss several reasons for this discrepancy including issues of university education as well as quality of textbooks. The teachers also expressed the need to receive input on how to apply prosodic content in the classroom. This includes (a) comprehensible and didactically reduced teaching materials, (b) criteria for grading prosodic skills, (c) authentic audio material, and (d) in-service training. Finally, we present several ideas on how to make linguistic findings on prosody accessible for the foreign-language classroom.

Ingo Feldhausen; Jürgen Trouvain; Katharina Zahner-Ritter. Prosody for teaching French as a foreign language. Pedagogical Linguistics 2025 .

Ingo Feldhausen, Jürgen Trouvain, Katharina Zahner-Ritter. Prosody for teaching French as a foreign language. Pedagogical Linguistics. 2025; ():.

Ingo Feldhausen; Jürgen Trouvain; Katharina Zahner-Ritter. 2025. "Prosody for teaching French as a foreign language." Pedagogical Linguistics , no. : .