Sinyor Mark, Hawes Donaleen, Rector Neil A, Cheung Amy H, Williams Marissa, Cheung Christian, Goldstein Benjamin I, Fefergrad Mark, Levitt Anthony J, Schaffer Ayal
Associate Professor, Department of Psychiatry, University of Toronto. Psychiatrist, Sunnybrook Health Sciences Centre, Toronto, Ontario.
Psychologist and Superintendent of Education, Catholic District School Board of Eastern Ontario, Kemptville, Ontario.
J Can Acad Child Adolesc Psychiatry. 2020 May;29(2):66-75. Epub 2020 May 1.
A number of school-based interventions for preventing and attenuating symptoms of anxiety and depression in youth have been developed worldwide but evidence of their effectiveness is mixed. None of these curricula stem from existing children's literature, however, the Harry Potter (HP) series has been identified as potentially imparting Cognitive Behavioural Therapy concepts.
This study aimed to broadly capture, at an interim stage, the feasibility of a pilot HP curriculum aimed at imparting CBT skills to middle-schoolers in order to inform full development of the curriculum. The study design further included a non-randomized, Group (HP; Control) by Time (Baseline, Post-Intervention, Follow-up) mixed factorial approach retrospectively examining change in scores on a "Well-Being and Resiliency Survey" (WBRS) which assessed multiple symptomatic and social domains.
In total, 232 grade seven and eight students participated in the curriculum over two years with no dropouts. Compared to 362 controls, there were no significant differences in WBRS scores between groups at post or one-year follow-up.
This pilot study demonstrated the feasibility of rapid and broad implementation of the intervention. Preliminary analyses showed no indication of effectiveness which may be the product of the intervention being in an interim stage during the study period and/or the retrospective design and limitations in data quality. Specifically, these results suggest that the WBRS may be a suboptimal instrument for measuring the effectiveness of this intervention. A prospective trial of the complete, revised curriculum with validated measures is required to provide an adequately assessment of its impact.
全球已开发出多种以学校为基础的干预措施，用于预防和减轻青少年的焦虑和抑郁症状，但其有效性证据不一。然而，这些课程均非源自现有的儿童文学作品，而《哈利·波特》系列已被认定可能传授认知行为疗法概念。
本研究旨在初步阶段广泛考察一项以《哈利·波特》为蓝本的课程的可行性，该课程旨在向初中生传授认知行为疗法技能，以便为课程的全面开发提供参考。研究设计还包括一种非随机的、按组（《哈利·波特》组；对照组）和时间（基线、干预后、随访）混合的析因方法，回顾性地检验“幸福感与复原力调查”（WBRS）得分的变化，该调查评估了多个症状和社会领域。
在两年时间里，共有232名七年级和八年级学生参与了该课程，无一人辍学。与362名对照组学生相比，干预后或一年随访时两组的WBRS得分无显著差异。
这项初步研究证明了快速广泛实施该干预措施的可行性。初步分析未显示出有效性迹象，这可能是由于干预措施在研究期间处于初步阶段和/或回顾性设计以及数据质量存在局限性所致。具体而言，这些结果表明，WBRS可能不是衡量该干预措施有效性的最佳工具。需要对完整修订后的课程进行前瞻性试验，并采用经过验证的测量方法，以充分评估其影响。
