Otto Lana K M, Hofstra Jacomijn, Mullen Michelle G, Malenczak Derek, Boonstra Nynke, van der Meer Lisette, Veling Wim, Boerhout Cees, van Rijsbergen Gerard D, de Vries Jos, van der Pol Boudien, Pijnenborg Gerdina H M, Korevaar Lies
1Research and Innovation Center for Rehabilitation, Hanze University of Applied Sciences, Zernikeplein 23, 9747 AS Groningen, The Netherlands.
2Faculty of Behavioural and Social Sciences, Department of Clinical Psychology & Experimental Psychopathology, University of Groningen, Grote Kruisstraat 2/1, 9712 TS Groningen, The Netherlands.
Pilot Feasibility Stud. 2020 Apr 27;6:54. doi: 10.1186/s40814-020-00579-0. eCollection 2020.
Most severe mental disorders have their onset between the age of 17 and 27, a time when many young adults begin participating in secondary or post-secondary education. The cognitive deficits typically associated with psychiatric disorders, especially psychotic disorders, increase the risk of leaving school early, which can lead to a reduction in employment opportunities later on in life and, in turn, a poorer long-term prognosis. Therefore, specific interventions aiming to improve these cognitive functions are needed. Cognitive remediation (CR) aims to improve cognitive functioning and may increase real-world functioning in educational performance. This study aims to examine the feasibility and applicability of a CR training named Mindset for students with psychotic disorders in the Netherlands.
METHODS/DESIGN: Sixty students diagnosed with a psychotic disorder and currently reporting cognitive deficits will be included from four Dutch Mental Health Care institutes. Half of the participants ( = 30) will be randomly assigned to the CR training consisting of twelve, individual, weekly 1-h meetings. The other half will be assigned to an active control condition consisting of twelve weekly assignments that will be sent by email aiming to improve school performance. Students will be evaluated at baseline (T0), directly after finishing the CR training or control intervention (T1), and 6 months later (T2). Treatment feasibility will be the primary outcome, using evaluation forms, interviews with trainers and participants, number of study drop outs, and patient eligibility and recruitment rates. School functioning, cognitive functioning, and strategy use will also be assessed to get a preliminary idea of the potential effectiveness of the intervention.
The CR training in this study will provide real-world examples and exercises aimed to teach useful strategies to cope with the cognitive deficits experienced by students with psychotic disorders. Furthermore, since students with other psychiatric disorders might also experience cognitive deficits, the results of this study may also provide some further implications for future studies on the effect of this CR training for students with these disorders.
The study was registered with Trialregister.nl, no. NL6590 (NTR6764), date registered: September 7, 2017. Register name: Mindset. A cognitive rehabilitation training for young adults with psychotic spectrum disorder in an educational setting: A pilot study.Protocol version: 3, date December 23, 2019.
大多数严重精神障碍在17至27岁之间发病，而这个年龄段许多年轻人开始接受中等教育或高等教育。通常与精神疾病尤其是精神病性障碍相关的认知缺陷会增加过早辍学的风险，这可能导致日后就业机会减少，进而导致较差的长期预后。因此，需要旨在改善这些认知功能的特定干预措施。认知矫正（CR）旨在改善认知功能，并可能提高教育表现中的实际功能。本研究旨在检验荷兰一种名为“思维模式”的针对患有精神病性障碍学生的CR训练的可行性和适用性。
方法/设计：将从荷兰四家精神卫生保健机构纳入60名被诊断患有精神病性障碍且目前报告存在认知缺陷的学生。一半参与者（n = 30）将被随机分配到由12次每周1小时的个体会议组成的CR训练中。另一半将被分配到积极对照条件组，该组由通过电子邮件发送的旨在提高学业成绩的12次每周任务组成。将在基线（T0）、完成CR训练或对照干预后立即（T1）以及6个月后（T2）对学生进行评估。治疗可行性将作为主要结果，采用评估表、与培训师和参与者的访谈、研究退出人数以及患者合格性和招募率。还将评估学校功能、认知功能和策略使用情况，以初步了解干预措施的潜在效果。
本研究中的CR训练将提供实际案例和练习，旨在教授应对患有精神病性障碍学生所经历认知缺陷的有用策略。此外，由于患有其他精神疾病的学生也可能存在认知缺陷，本研究结果可能也会为未来关于这种CR训练对这些疾病学生影响的研究提供一些进一步的启示。
该研究已在Trialregister.nl注册，编号NL6590（NTR6764），注册日期：2017年9月7日。注册名称：思维模式。教育环境中针对患有精神病性谱系障碍青年的认知康复训练：一项试点研究。方案版本：3，日期：2019年12月23日。
