治疗关系在小组认知行为疗法,,和压力教育一般性焦虑障碍
Benjamin Feldman1, Kristin L Szuhany1, Amanda W Baker2
1Department of Psychiatry, NYU Grossman School of Medicine, New York, NY USA.
昆达利尼和认知行为疗法 (CBT) 的治疗关系对于焦虑患者来说是相似的,不同于压力教育. 优化的优化方式
科学领域:
- 心理学 心理学 心理学
- 心灵与身体的干预
- 焦虑治疗方法 焦虑治疗方法
背景情况:
- 治疗关系变量会影响心理治疗的结果.
- 人们对等心身干预的治疗关系知之甚少.
- 泛性焦虑障碍 (GAD) 是一种常见的疾病,需要有效的治疗.
研究的目的:
- 检查治疗关系的组成部分 (联盟,信誉/期望) 在群体中的昆达利尼与CBT和GAD的压力教育.
- 为了比较患者对这三个干预措施之间的治疗关系的评分.
- 探索治疗关系对治疗结果的影响.
主要方法:
- 147名患有GAD的参与者被随机分配到一个为期12周的群体Kundalini,CBT或压力教育.
- 参与者在中点和终点完成了工作联盟清单 (WAI) 和可信度和预期问卷 (CEQ).
- ANOVA和线性混合效应模型分析了关系得分的差异及其对焦虑,焦虑和抑郁的影响.
主要成果:
- 平均WAI和CEQ分数在CBT中期比压力教育更高.
- 与压力教育相比,CBT和在WAI任务子级分数中显示出较大的差异.
- 在CBT和之间没有发现WAI或CEQ分数的显著差异.
- 中点WAI不是担忧,焦虑或抑郁症变化的重要预测因素.
结论:
- 患者对治疗关系变量的评分在昆达利尼和CBT之间是相似的,但与焦虑症小组治疗中的压力教育不同.
- 在中治疗关系的组成部分可以通过增强目标和任务元素来优化,可能通过结合CBT的策略来优化.
- 研究结果表明,可以培养一种强大的治疗关系,与焦虑的CBT相比.
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