Attwood Megan, Meadows Sara, Stallard Paul, Richardson Thomas
Graduate School of Education, 35 Berkeley Square, University of Bristol, Bristol BS8 1JA, UK. E-mail:
Department for Health, 22-23 Eastwood, University of Bath, Bath BA2 7AY, UK.
Child Adolesc Ment Health. 2012 Sep;17(3):173-178. doi: 10.1111/j.1475-3588.2011.00627.x. Epub 2011 Sep 27.
Computerised Cognitive Behaviour Therapy (cCBT) offers the potential to make evidence based interventions more available and accessible for children and young people. Research is currently limited and proof of concept studies are required to explore the viability and possible therapeutic benefits of cCBT as a universal or targeted intervention in schools.
In Study 1, cCBT was provided as a universal intervention to 13 participants who were assigned to either group cCBT or a matched computer gaming condition. In Study 2, cCBT was provided as a targeted intervention by trained school nurses to 12 participants with mild or moderate emotional problems.
Both studies found cCBT to result in immediate post intervention benefits and feedback about the programme was very positive.
This study provides proof of concept that cCBT provided as a universal or targeted emotional health intervention in schools is viable and may result in immediate therapeutic benefits. These findings are limited by the small sample size and absence of follow-up but suggest that more methodologically robust evaluations should be pursued.
计算机化认知行为疗法（cCBT）有可能使循证干预措施更易于儿童和青少年获得。目前研究有限，需要进行概念验证研究，以探索cCBT作为学校普遍或针对性干预措施的可行性及可能的治疗益处。
在研究1中，cCBT作为一项普遍干预措施提供给13名参与者，他们被分配到团体cCBT组或匹配的电脑游戏组。在研究2中，经过培训的学校护士将cCBT作为一项针对性干预措施提供给12名有轻度或中度情绪问题的参与者。
两项研究均发现cCBT在干预后立即产生益处，并且关于该项目的反馈非常积极。
本研究提供了概念验证，即在学校中作为普遍或针对性情绪健康干预措施提供的cCBT是可行的，并且可能立即产生治疗益处。这些发现因样本量小和缺乏随访而受到限制，但表明应进行更具方法学严谨性的评估。
