大学学生在iCBT中的学和完成:从主题分析的见解
Jurrijn A Koelen1,2, Lisa de Koning1, Matilda K Nottage1
1Addiction, Development, and Psychopathology Lab, Department of Psychology, University of Amsterdam, Nieuwe Achtergracht 129, 1001NK Amsterdam, the Netherlands.
Internet interventions
|June 10, 2025
概括
针对学生抑郁和焦虑的在线认知行为疗法 (iCBT) 的学率很高. 学的主要原因包括竞争的优先事项,感知到的困难和缺乏人与人之间的互动,影响iCBT的有效性.
科学领域:
- 心理学 心理学 心理学
- 数字健康数字健康
- 心理健康干预 心理健康干预
背景情况:
- 在线认知行为疗法 (iCBT) 在大学生治疗抑郁症和焦虑症方面表现有前途.
- 高学率对iCBT在学术环境中的有效实施构成重大挑战.
研究的目的:
- 探索导致大学生中断和完成iCBT的因素.
- 确定可操作的见解,以改善教育环境中的iCBT保留率.
主要方法:
- 进行了半结构化的电话采访,对32名大学生进行了采访,他们要么提前退学,要么中途退学,要么完成了ICBT干预.
- 利用专题分析 (Braun & Clarke, 2012) 来分析采访中的定性数据.
主要成果:
- 常见的退学主题包括竞争的个人优先事项,感知干预困难/冗余性,以及人际互动不足.
- 早期学的人表示不信效果,更喜欢替代支持;中期学的人报告了互动性,反,内容和个性化方面的问题.
- 完成者重视在线格式,认为练习和指导有帮助,并感到支持,表明积极参与.
结论:
- 了解学生报告的iCBT放弃和完成原因对于提高干预坚持至关重要.
- 调查结果表明,对管理学生期望,优化参与者选择,改进交互功能,个性化反,并澄清治疗师指导的作用来提高iCBT保留的影响.
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