University of Turku, Department of Psychology, University of Turku, Finland.
Int J Qual Stud Health Well-being. 2009 Sep 1;4:133-44. doi: 10.1080/17482620903098206.
The aims of this study were to assess whether a course of cognitive group therapy could help depressed students and to assess whether assimilation analysis offers a useful way of analysing students' progress through therapy. "Johanna" was a patient in a group that was designed for depressive students who had difficulties with their studies. The assimilation of Johanna's problematic experience progressed as the meetings continued from level one (unpleasant thoughts) to level six (solving the problem). Johanna's problematic experience manifested itself as severe and excessive criticism towards herself and her study performance. As the group meetings progressed, Johanna found a new kind of tolerance that increased her determination and assertiveness regarding the studies. The dialogical structure of Johanna's problematic experience changed: she found hope and she was more assertive after the process. The results indicated that this kind of psycho-educational group therapy was an effective method for treating depression. The assimilation analysis offered a useful way of analysing the therapy process.
本研究旨在评估认知团体治疗课程是否有助于抑郁学生，并评估同化分析是否为分析学生在治疗过程中的进展提供了有用的方法。“约翰娜”是一个为学习困难的抑郁学生设计的小组中的一名患者。随着会议从一级（不愉快的想法）到六级（解决问题）的持续进行，约翰娜的同化问题经历得到了发展。约翰娜的问题经历表现为对自己和她的学习表现的严重和过度批评。随着小组会议的进行，约翰娜找到了一种新的宽容，这增加了她对学习的决心和自信。约翰娜问题经历的对话结构发生了变化：在这个过程之后，她找到了希望，也更加自信了。结果表明，这种心理教育团体治疗是治疗抑郁症的有效方法。同化分析为分析治疗过程提供了一种有用的方法。
