在简短的,自我引导的干预中,认知重组有什么地方吗? 为青少年提供单个会话数字程序的随机对照试验
Joshua S Steinberg1, Olivia M Fitzpatrick1, Sakshi Khurana1
1Department of Psychology, Harvard University.
概括
一个数字心理健康干预,教导认知重组 (CR) 技能,维持了CR在年轻人中的使用,与支持性治疗不同. 这表明CR数字工具可能为青少年的心理健康提供持续的好处.
科学领域:
- 心理学 心理学 心理学
- 数字心理健康数字心理健康
- 青少年健康 青少年健康
背景情况:
- 自主指导的数字心理健康干预 (DMHI) 对青少年心理健康有希望.
- 关于DMHI教导认知重组 (CR) 技能的证据有限.
研究的目的:
- 为了测试CR DMHI的有效性 (
- 项目思维 项目思维
- ) 与支持性治疗对照 (支持性治疗对照) 相比.
- 项目份额 项目份额
- ) 在学校环境中.
- 评估DMHI的可接受性,帮助性,内化症状和CR技能使用.
主要方法:
- 一项随机对照试验 (RCT) 涉及597名青少年 (平均年龄11.99岁).
- 将CR DMHI与辅助治疗对照进行比较.
- 评估从基线到七个月后续的结果.
主要成果:
- 这两种干预措施在接受性和帮助性方面都获得了很高的评分.
- 内部化症状在两组中同样减少.
- 在CR DMHI组中,CR技能使用保持稳定,但在对照组下降,在高症状子样本中偏好CR DMHI.
结论:
- 一个自我引导的CR DMHI有效地持续了青少年的CR技能使用.
- 未来的研究应该探索CR DMHIs与惰性对照相比的长期影响.
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