Center for Addictions, Personality, and Emotion Research, University of Maryland, MD, USA.
J Couns Psychol. 2011 Oct;58(4):555-64. doi: 10.1037/a0024634.
College freshmen face a variety of academic and social challenges as they adjust to college life that can place them at risk for a number of negative outcomes, including depression and alcohol-related problems. Orientation classes that focus on teaching incoming students how to better cope with college-oriented stress may provide an opportunity to prevent the development of these adjustment problems. This article outlines a program based on behavioral activation that can be integrated into college orientation programs to provide a more comprehensive orientation experience. Data are presented from an initial pilot study in which 71 first-semester freshman at the University of Maryland participated in a 15-week, 2 hr per week orientation class (n = 37 in the behavioral activation-enhanced orientation classes and n = 34 in the control orientation as usual classes). Students' depression and alcohol use were evaluated at the beginning, middle, and end of the course. Results indicated a Time × Group interaction such that problem drinking (but not consumption) was significantly reduced across assessments in the behavioral activation classes and largely unchanged in the standard classes. No difference was observed in depression scores; however, fairly low depression scores across the 3 time points may have limited the opportunity to observe any meaningful impact of the orientation classes on depression. The authors conclude with a discussion of the implications of their findings for preventing adjustment problems among incoming college students and future directions.
大学新生在适应大学生活时会面临各种学术和社会挑战，这可能使他们面临许多负面后果的风险，包括抑郁和与酒精相关的问题。以教授新生如何更好地应对以大学为导向的压力为重点的入学指导课程可能为预防这些适应问题的发展提供了机会。本文概述了一个基于行为激活的方案，该方案可以纳入大学入学指导课程，为新生提供更全面的指导体验。本文介绍了一项初步试点研究的数据，该研究共有 71 名马里兰大学的一年级新生参加了为期 15 周、每周 2 小时的入学指导课程（行为激活增强型入学指导课程 37 人，标准入学指导课程 34 人）。在课程开始、中间和结束时评估了学生的抑郁和饮酒情况。结果表明，时间×组之间存在交互作用，在行为激活组中，饮酒问题（而非饮酒量）在各评估中均显著减少，而在标准组中则基本保持不变。抑郁评分无差异；然而，在 3 个时间点上相当低的抑郁评分可能限制了观察入学指导课程对抑郁产生任何有意义影响的机会。作者最后讨论了他们的发现对预防入学新生适应问题的意义以及未来的方向。
