Mullen Michelle G, Thompson Judy L, Murphy Ann A, Malenczak Derek, Giacobbe Giovanna, Karyczak Sean, Holloway Katherine E, Twamley Elizabeth W, Silverstein Steven M, Gill Kenneth J
Department of Psychiatric Rehabilitation and Counseling Professions, School of Health Professions, Rutgers University.
Department of Psychiatry, University of California, San Diego.
Psychiatr Rehabil J. 2017 Mar;40(1):103-107. doi: 10.1037/prj0000254.
Given the poor educational outcomes associated with psychiatric conditions, we developed Focused Academic Strength Training (FAST), a 12-week strategy-focused cognitive remediation intervention designed to improve academic functioning among college students with psychiatric conditions. Here we report initial results from a randomized controlled trial of FAST.
Seventy-two college students with mood, anxiety, and/or psychotic disorders were randomized to receive FAST or services as usual and were assessed at baseline and 4 months (posttreatment).
Repeated-measures analyses of variance indicated FAST-associated improvements in self-reported cognitive strategy use (p < .001), self-efficacy (p = .001), and academic difficulties (p = .025). There were no significant treatment-related improvements in neuropsychological performance.
FAST may lead to an increase in self-efficacy and cognitive strategy use, as well as a reduction in academic difficulties among students with psychiatric conditions. Future analyses with follow-up data through 12 months will address the potential of FAST to improve academic functioning among this population. (PsycINFO Database Record
鉴于与精神疾病相关的学业成绩不佳，我们开发了聚焦学术优势训练（FAST），这是一种为期12周、以策略为重点的认知康复干预措施，旨在改善患有精神疾病的大学生的学业表现。在此，我们报告FAST随机对照试验的初步结果。
72名患有情绪、焦虑和/或精神障碍的大学生被随机分组，分别接受FAST或常规服务，并在基线和4个月（治疗后）时进行评估。
重复测量方差分析表明，FAST在自我报告的认知策略使用（p <.001）、自我效能感（p =.001）和学业困难（p =.025）方面有改善。在神经心理学表现方面，没有与治疗相关的显著改善。
FAST可能会提高自我效能感和认知策略的使用，并减少患有精神疾病的学生的学业困难。通过12个月的随访数据进行的未来分析将探讨FAST改善该人群学业表现的潜力。（PsycINFO数据库记录）
