学校专业人员在识别可能从认知行为疗法中受益的学生方面有多有效? 基线数据来自基于学校的认知行为治疗试验的适应性实施
Seo Youn Choi1, Amy Rusch1, Elizabeth Koschmann2
1Department of Health Management and Policy, School of Public Health, University of Michigan, Ann Arbor, MI, United States.
概括
学校专业人员可以有效地识别需要心理健康支持的学生. 这项研究表明,他们准确地确定了学生的认知行为疗法 (CBT),改善了获得护理的机会.
科学领域:
- 学校心理健康学校的心理健康
- 临床心理学 临床心理学
- 教育心理学教育心理学
背景情况:
- 学校专业人员 (SPs) 在学生精神卫生保健服务中越来越重要.
- 学生的有效识别对于学校的基于证据的心理健康实践 (EBP) 至关重要.
- 认知行为疗法 (CBT) 是学生抑郁和焦虑的关键干预措施.
研究的目的:
- 评估学校专业人员在识别适合CBT的学生方面的准确性.
- 评估确定学生选阳性抑郁或焦虑的比例.
主要方法:
- 来自密歇根州94所高中的169名 SP 确定了学生的CBT.
- 被识别的学生完成了调查,使用为青少年修改的患者健康问卷和GAD问卷.
- 分析了数据,以确定为抑郁症/焦虑症呈阳性查的学生比例.
主要成果:
- 在接受调查的学生中,有87%的学生表现出抑郁或焦虑的症状.
- 66%的学生表现出中度至严重的症状.
- SPs的识别准确度在角色,培训和地理位置上是一致的.
结论:
- 学校的专业人员可以有效地识别学生适合CBT与最低限度的培训.
- 这种能力对于提高学生获得学校精神卫生服务的机会至关重要.
- 成功识别是学校实施心理健康干预措施的基本步骤.
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