Seligman Martin E P, Schulman Peter, Tryon Alyssa M
University of Pennsylvania, 3720 Walnut Street, Solomon Labs, Philadelphia, PA 19104, USA.
Behav Res Ther. 2007 Jun;45(6):1111-26. doi: 10.1016/j.brat.2006.09.010. Epub 2006 Oct 30.
To prevent depression and anxiety, we delivered a brief, classroom-based cognitive-behavioral workshop along with ongoing Web-based materials and e-mail coaching to college students at risk for depression. At risk was defined as having mild to moderate depressive symptoms on a self-report measure of depression. Two hundred forty students were randomized into either an eight-week workshop that met in groups of 10, once per week for 2 h or into an assessment-only control group. We plan to track participants for 3 years after the workshop and here we report the 6 month preventive effects on depression and anxiety. The workshop group had significantly fewer depressive symptoms and anxiety symptoms than the control group, but there was no significant difference between the conditions on depression or anxiety episodes at 6 month follow up. The workshop group had significantly better well being than the control group, and the workshop group had significantly greater improvement in optimistic explanatory style than the control group. Improved explanatory style was a significant mediator of the prevention effects from pre- to post-workshop for depressive and anxiety symptoms, as well as for improved well being.
为预防抑郁和焦虑，我们为有抑郁风险的大学生开展了一个简短的、基于课堂的认知行为工作坊，并提供持续的网络材料和电子邮件辅导。有风险被定义为在一份抑郁自评量表上有轻度至中度抑郁症状。240名学生被随机分为两组，一组参加为期八周的工作坊，每组10人，每周一次，每次2小时；另一组为仅进行评估的对照组。我们计划在工作坊结束后对参与者进行3年的跟踪，在此我们报告工作坊对抑郁和焦虑的6个月预防效果。工作坊组的抑郁症状和焦虑症状明显少于对照组，但在6个月随访时，两组在抑郁或焦虑发作情况上没有显著差异。工作坊组的幸福感明显优于对照组，且工作坊组在乐观解释风格上的改善明显大于对照组。改善的解释风格是工作坊前后抑郁和焦虑症状预防效果以及幸福感改善的重要中介因素。
