互联网为大学生提供认知行为治疗:针对不同课程持续时间的偏好试验
V Peynenburg1, R P Sapkota1, N Titov2
1Department of Psychology, University of Regina, 3737 Wascana Parkway, Regina, SK S4S 0A2, Canada.
Internet interventions
|December 25, 2024
概括
大学学生在短暂或标准长度的互联网认知行为疗法 (ICBT) 课程中显示出抑郁和焦虑的显著改善. 提供多种多样的ICBT持续时间可以满足学生的偏好,同时保持积极的心理健康结果.
科学领域:
- 心理健康 心理健康
- 数字治疗学数字治疗学
- 认知行为疗法是认知行为疗法.
背景情况:
- 通过互联网提供的认知行为疗法 (ICBT) 是大学生的一种可行的治疗方法.
- 学生参与率和ICBT的完成率往往低于一般人群.
- 提供多种多样的ICBT课程时间与学生对治疗选择的偏好保持一致.
研究的目的:
- 检查学生对不同ICBT课程持续时间 (超短,简短,标准长度) 的偏好.
- 评估ICBT课程选择中的治疗结果,参与度和满意度.
- 为大学生在日常护理中提供ICBT的最佳交付提供信息.
主要方法:
- 72名大学生可以选择三段时间的跨诊断ICBT课程.
- 评估了偏好,预测因素和结果 (抑郁,焦虑,学术表现).
- 参与度和满意度在治疗后和4个月后随访时进行评估.
主要成果:
- 大多数学生选择了简短 (44.4%) 或标准长度 (50.0%) 的ICBT课程;很少有人选择了超短 (5.6%).
- 简短和标准长度的ICBT疗程都大大减少了抑郁和焦虑,在4个月的随访中维持了这种情况.
- 随访时,学术表现的改善变得显著;在简短课程和标准课程之间,参与度和满意度是可比的.
结论:
- 简短和标准长度的ICBT课程在大学生中表现出类似的有效性,参与度和满意度.
- 提供这些ICBT选项可以满足学生的偏好,而不会影响结果.
- 超短 ICBT 的低普及率表明,在这种情况下,它可能不是一个值得选择的选择.
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