在参与学习合作的治疗师中以创伤为重点的认知行为疗法:检查两个实施策略
Hannah C Espeleta1, Marin M Kautz2,3, Shelby Wade2
1Medical University of South Carolina, College of Nursing, Charleston, SC.
Evidence-based practice in child and adolescent mental health
|September 15, 2025
概括
标准的学习协作 (LC) 模型在治疗创伤症状方面显示出更高效的结果,相比于青少年的社区学习协作 (CBLC),尽管这两种模型都有效地减少了抑郁症.
科学领域:
- 心理健康 心理健康
- 心理学 心理学 心理学
- 实施科学 实施科学
背景情况:
- 基于社区的学习协作 (CBLC) 是涉及多学科团队的基于证据的治疗 (EBT) 的密集培训计划.
- 虽然CBLC提高了实施因素和治疗结果,但它们需要比标准的学习协作 (LC) 更大的投资.
研究的目的:
- 为了比较CBLC与LC训练模型的有效性和效率,用于创伤集中认知行为疗法 (TF-CBT).
- 为社区心理健康干预选择最佳培训方案的决策提供信息.
主要方法:
- 一项涉及441名受过TF-CBT LC (n=188) 或TF-CBT CBLC (n=253) 培训的社区治疗师的比较研究.
- 这些治疗师治疗的660名年轻人 (8-18岁) 的结果使用混合效应线性回归分析.
主要成果:
- 这两种训练模式都使青少年的创伤后压力 (PTS) 和抑郁症状显著减少.
- 通过LC接受培训的治疗师在治疗青少年PTS方面表现明显好,与通过CBLC接受培训的治疗师相比.
- 在LC和CBLC模型之间没有观察到抑郁症状的结果有显著差异.
结论:
- 在TF-CBT中,标准LC模型在治疗青少年创伤后压力 (PTS) 方面似乎更有效.
- 两种LC和CBLC模型都在减少年轻人的抑郁症状方面表现出相似的有效性.
- CBLC的多学科方法可以帮助识别抑郁症状并改善创伤后的治疗保留.
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