基于课堂的跨诊断干预:对具有高情绪症状的大学生有好处
Eliana M Moreno1, Mario Gálvez-Lara1, Rocío Carrasco2
1Department of Psychology, University of Cordoba, Cordoba, Spain; Maimonides Biomedical Research Institute of Cordoba (IMIBIC), Cordoba, Spain; Reina Sofia University Hospital, Cordoba, Spain.
Acta psychologica
|March 10, 2026
概括
一个课堂干预有效地减少了大学生高情绪症状的焦虑和抑郁症. 然而,它并没有改善一般学生群体的情绪调节策略.
科学领域:
- 心理学 心理学 心理学
- 心理健康 心理健康
- 干预科学 干预科学
背景情况:
- 大学学生面临着重大的情感挑战.
- 预防性干预对于学术环境中的早期心理健康支持至关重要.
- 跨诊断方法的目标是跨情绪障碍的共同点.
研究的目的:
- 评估基于课堂的跨诊断预防干预措施.
- 评估其对情绪症状和调节策略的影响.
- 在大学学生群体中确定有效性.
主要方法:
- 随机对照试验包括220名大学生.
- 实验组接受了跨诊断干预.
- 对照组没有接受任何干预;结果测量前/后.
主要成果:
- 这项干预措施显著降低了症状升高的学生的焦虑和抑郁.
- 没有观察到情绪调节策略的显著改善.
- 有效性是特定于具有更高基线情绪症状的亚样本.
结论:
- 基于课堂的跨诊断干预可以使大学生有中度至严重的情绪症状受益.
- 该计划对所有学生都不是普遍有效的,无论基线症状严重程度如何.
- 有针对性的应用可能会提高特定学生子组的心理健康结果.
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