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针对马来西亚中学生的情境化校本认知行为疗法（CBT）干预

Contextualized School-Based Cognitive Behavioral Therapy (CBT) Intervention for Malaysian Secondary School Students.

作者信息

Saw Jo Anne, Tam Cai Lian, Thanzami Vanlal, Bonn Gregory

机构信息

Department of Psychiatry, Faculty of Medicine, Universiti Teknologi MARA (UiTM), Sungai Buloh Campus, Selangor, Malaysia.

Department of Psychology, Jeffrey Cheah School of Medicine and Health Sciences, Monash University, Subang Jaya, Malaysia.

出版信息

Front Psychiatry. 2020 Dec 21;11:565896. doi: 10.3389/fpsyt.2020.565896. eCollection 2020.

DOI:10.3389/fpsyt.2020.565896
PMID:33408652
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC7779468/
Abstract

This study investigates the effectiveness of the school-based Shine Through Any Roadblocks (STAR) CBT intervention, by a screening conducted on 634 students from eight secondary schools in Malaysia. Participants ( = 85) who fulfilled the eligibility criteria were assigned randomly to either the intervention group ( = 42) or the assessment-only waitlist control group ( = 43). The intervention consisted of eight group-based sessions over a period of 2 months. Sessions were 60-min each and conducted according to the STAR module. Outcome measures (depressive symptoms and automatic negative thoughts) were administered at five intervals: baseline/pre-intervention, mid-intervention, post-intervention, 1-month after intervention, and 3-months after intervention. Results showed significant and lasting lower levels of depressive symptoms and automatic negative thoughts in the intervention group, indicating that the STAR intervention could be an effective means of reducing depressive symptomatology among adolescents. Clinical implications for the Malaysian secondary school context are further discussed.

摘要

本研究通过对马来西亚八所中学的634名学生进行筛查，调查了基于学校的“穿越任何障碍闪耀光芒”（STAR）认知行为疗法干预的有效性。符合资格标准的参与者（n = 85）被随机分配到干预组（n = 42）或仅进行评估的等待名单对照组（n = 43）。干预包括在2个月内进行的八次小组课程。每次课程时长60分钟，按照STAR模块进行。在五个时间点进行结果测量（抑郁症状和自动消极思维）：基线/干预前、干预中期、干预后、干预后1个月和干预后3个月。结果显示，干预组的抑郁症状和自动消极思维水平显著且持久地降低，表明STAR干预可能是减少青少年抑郁症状学的有效手段。进一步讨论了其对马来西亚中学环境临床意义。

https://cdn.ncbi.nlm.nih.gov/pmc/blobs/d809/7779468/393dad2a3852/fpsyt-11-565896-g0004.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/d809/7779468/485dfa724995/fpsyt-11-565896-g0001.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/d809/7779468/11496f216b9b/fpsyt-11-565896-g0002.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/d809/7779468/c3d8b46b17b6/fpsyt-11-565896-g0003.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/d809/7779468/393dad2a3852/fpsyt-11-565896-g0004.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/d809/7779468/485dfa724995/fpsyt-11-565896-g0001.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/d809/7779468/11496f216b9b/fpsyt-11-565896-g0002.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/d809/7779468/c3d8b46b17b6/fpsyt-11-565896-g0003.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/d809/7779468/393dad2a3852/fpsyt-11-565896-g0004.jpg

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