Young Jami F, Kranzler Amy, Gallop Robert, Mufson Laura
Department of Clinical Psychology, Graduate School of Applied and Professional Psychology, Rutgers University, New Brunswick, NJ, USA.
School Ment Health. 2012 Dec 12;4(4):254-264. doi: 10.1007/s12310-012-9078-9.
This paper reports on school and social functioning outcomes in a randomized depression prevention study that compared Interpersonal Psychotherapy-Adolescent Skills Training (IPT-AST) with usual school counseling (SC). Outcome analyses were performed utilizing hierarchical linear models and mixed model analysis of variance. IPT-AST adolescents had significantly greater improvements than SC adolescents in total social functioning and friend functioning during the intervention. IPT-AST adolescents also demonstrated improvements in school, dating, and family functioning and emotional engagement in school, although these improvements were not significantly greater than seen in SC adolescents. Finally, in the 18 months following the intervention, IPT-AST adolescents were less likely than SC adolescents to be asked to leave school for academic or behavioral reasons. These findings extend the potential range of impact of depression prevention programs such as IPT-AST and provide preliminary evidence of the benefits of these programs on school and social functioning.
本文报告了一项随机抑郁症预防研究中的学校和社会功能结果，该研究将人际心理治疗-青少年技能培训（IPT-AST）与常规学校咨询（SC）进行了比较。利用分层线性模型和方差混合模型分析进行了结果分析。在干预期间，IPT-AST青少年在总体社会功能和朋友功能方面的改善明显大于SC青少年。IPT-AST青少年在学校、约会和家庭功能以及在学校的情感参与方面也有改善，尽管这些改善并不比SC青少年显著更大。最后，在干预后的18个月里，IPT-AST青少年因学业或行为原因被要求离校的可能性低于SC青少年。这些发现扩展了诸如IPT-AST等抑郁症预防项目的潜在影响范围，并为这些项目对学校和社会功能的益处提供了初步证据。
