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Yuli R. Tak

Researcher at Radboud University Nijmegen

Publications -  10
Citations -  353

Yuli R. Tak is an academic researcher from Radboud University Nijmegen. The author has contributed to research in topics: Video game & Anxiety. The author has an hindex of 7, co-authored 10 publications receiving 273 citations.

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Association between mindful parenting and adolescents’ internalizing problems: Non-judgmental acceptance of parenting as core element.

TL;DR: For example, this paper found that children of parents who reported higher levels of non-judgmental acceptance of their own functioning as a parent reported fewer symptoms of depression and anxiety.
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A randomized controlled trial comparing two cognitive-behavioral programs for adolescent girls with subclinical depression: A school-based program (Op Volle Kracht) and a computerized program (SPARX).

TL;DR: All conditions, including the monitoring control condition, were equally effective in reducing depressive symptoms; possible explanations for the decrease of depressive symptoms in all conditions are discussed and suggestions for future research are provided.
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The prospective associations between self-efficacy and depressive symptoms from early to middle adolescence: A cross-lagged model

TL;DR: Investigation of the bidirectional and prospective associations between depressive symptoms and academic, social and emotional self-efficacy from early to mid adolescence in a cross-lagged path model found no evidence of sex differences in the cross- lagged associations.
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Universal School-Based Depression Prevention 'Op Volle Kracht': a Longitudinal Cluster Randomized Controlled Trial.

TL;DR: To conclude, OVK was not effective in preventing depressive symptoms across the 2 year follow-up and the implications of these findings are discussed.
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A randomized controlled trial testing the effectiveness of a universal school-based depression prevention program 'Op Volle Kracht' in the Netherlands

TL;DR: It is expected that OVK will prevent the increase in depressive symptoms during adolescence and enhance positive development in the intervention condition, compared to the control condition.