学生心理健康结果的集群 SMART 开发一个适应性实施策略,以支持基于学校的CBT交付
Shawna N Smith1, Daniel Almirall2, Seo Youn Choi3
1Department of Health Management and Policy, School of Public Health, University of Michigan, USA; Department of Psychiatry, Michigan Medicine, University of Michigan, USA.
Journal of affective disorders
|August 16, 2024
概括
在学校实施基于证据的实践,如认知行为疗法 (CBT),在各种支持策略中,在减少青少年焦虑和抑郁症状方面没有显著差异.
科学领域:
- 儿童和青少年心理健康 儿童和青少年心理健康
- 教育心理学教育心理学
- 实施科学 实施科学
背景情况:
- 大多数焦虑和抑郁的年轻人无法获得基于证据的心理健康实践 (EBP).
- 基于学校的精神卫生保健服务提供是改善获取机会的关键策略.
- 学校专业人员 (SPs) 可以提供像认知行为疗法 (CBT) 这样的EBP,并得到充分的支持.
研究的目的:
- 为了比较不同实施策略对学生心理健康结果的影响.
- 评估各种支持方法如何影响 SPs 提供的 EBP 的有效性.
- 为扩大学校心理健康干预措施的战略提供信息.
主要方法:
- 采用了一个集群的,顺序的,多次分配的随机试验设计.
- 嵌入了四个执行支持序列 (复制有效程序,指导,促进).
- 学生的抑郁和焦虑症状在10个月的时间内在94所高中169个专科医院进行了测量.
主要成果:
- 观察到学生抑郁和焦虑症状的小,非临床显著的减少.
- 在四个实施策略中,在症状变化方面没有发现显著差异.
- 最少和最密集的策略之间的症状减轻的差异在统计学上并不显著.
结论:
- 该研究发现,在评估的实施策略中,学生症状的变化没有显著差异.
- 多种形式的实施支持可能有利于改善学生的心理健康.
- 需要进一步的研究,以优化基于学校的心理健康干预交付.
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