过渡到大学:测试认知偏见修改的解释作为注射工具在大学第一年的社会焦虑
Sarah E Dreyer-Oren1, Akanksha Das2, Rachel B Geyer2
1Alpert Medical School of Brown University, Providence, RI, USA; Butler Hospital, Providence, RI, USA.
Journal of behavior therapy and experimental psychiatry
|March 15, 2024
概括
对解释的认知偏差修改 (CBM-I) 通过准解释偏差来改善大学生的社会适应,尽管对社会焦虑的影响很小.
科学领域:
- 心理学 心理学 心理学
- 心理健康 心理健康
- 干预研究 干预研究
背景情况:
- 社会焦虑是大学生的一个重要问题,影响了适应和心理健康.
- 早期干预可以在关键的学院过渡时期缓解负面结果.
研究的目的:
- 评估认知偏差修改解释 (CBM-I) 在减少社会焦虑和增强大学调整方面的有效性.
- 调查解释偏差的变化是否调解CBM-I对调整结果的影响.
主要方法:
- 一项随机对照试验,有73名参与者被分配到CBM-I或症状跟踪 (ST) 控制组.
- 每周3个会话的干预,使用多层次模型分析从基线到干预后的人体变化.
主要成果:
- 与ST组相比,CBM-I组的社会调整显著增加.
- 在条件之间的社会,学术或个人调整变化中没有发现显著差异.
- 通过更适应的解释偏见,CBM-I间接与改善的结果有关.
结论:
- CBM-I暂时支持将其用于一年级学生以加强社会调整.
- 针对解释偏见是改善社会焦虑和调整的可行策略.
- 需要进一步的研究来放大CBM-I的治疗潜力,因为效果大小小,对社会焦虑的影响有限.
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