Online Suicide Risk Screening and Intervention With College Students: A Pilot Randomized Controlled Trial
Online Suicide Risk Screening and Intervention With College Students: A Pilot Randomized Controlled Trial
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DOI：
10.1037/a0038805
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发表时间：
2015-06-01
影响因子：
5.9
通讯作者：
Chermack, Stephen
中科院分区：
文献类型：
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作者：
King, Cheryl A.;Eisenberg, Daniel;Chermack, Stephen
目的：这项先导性随机对照试验考察了针对有自杀风险的大学生的在线干预的效果，该在线干预包括个性化反馈和根据动机访谈原则提供的可选在线咨询。主要结果是愿意寻求关于心理健康治疗的信息或与家人和朋友交谈，准备寻求心理健康治疗，以及实际治疗联系。方法：研究对象是一所大型公立大学的76名大学生(45名女性，31名男性；平均年龄=22.9岁，SD=5.0岁)，他们的自杀风险筛查呈阳性，至少有以下两项：自杀念头、自杀未遂史、抑郁症和酗酒。种族/民族自我认同主要是高加索人(n=54)和亚洲人(n=21)。学生被随机分配到eBridge或对照组(仅提供个性化反馈，以普通报告格式提供)。在2个月的随访中测量结果。结果：尽管在线咨询的参与度相对较低(29%的学生发布了1条消息)，但被分配到eBridge的学生报告称，他们对求助分数的准备程度要高得多，尤其是准备与家人、朋友交谈和看心理健康专家的时候。被分配到eBridge的学生也报告了较低的耻辱水平，并且更有可能与心理健康治疗联系在一起。结论：采用激励性访谈原则，向学生提供个性化的反馈和在线咨询的选择，对学生考虑和从事心理健康治疗的意愿有积极的影响。有必要进行进一步的研究，以确定这一效应的稳健性，改善就绪性和治疗联系的机制，以及对学生心理健康结果的长期影响。
Objective: This pilot randomized controlled trial examined the effect of an online intervention for college students at risk for suicide, Electronic Bridge to Mental Health Services (eBridge), which included personalized feedback and optional online counseling delivered in accordance with motivational interviewing principles. Primary outcomes were readiness to seek information or talk with family and friends about mental health treatment, readiness to seek mental health treatment, and actual treatment linkage. Method: Participants were 76 college students (45 women, 31 men; mean age = 22.9 years, SD = 5.0 years) at a large public university who screened positive for suicide risk, defined by at least 2 of the following: suicidal thoughts, history of suicide attempt, depression, and alcohol abuse. Racial/ethnic self-identifications were primarily Caucasian (n = 54) and Asian (n = 21). Students were randomized to eBridge or the control condition (personalized feedback only, offered in plain report format). Outcomes were measured at 2-month follow-up. Results: Despite relatively modest engagement in online counseling (29% of students posted >= 1 message), students assigned to eBridge reported significantly higher readiness for help-seeking scores, especially readiness to talk to family, talk to friends, and see a mental health professional. Students assigned to eBridge also reported lower stigma levels and were more likely to link to mental health treatment. Conclusions: Findings suggest that offering students personalized feedback and the option of online counseling, using motivational interviewing principles, has a positive impact on students' readiness to consider and engage in mental health treatment. Further research is warranted to determine the robustness of this effect, the mechanism by which improved readiness and treatment linkage occurs, and the longer term impact on student mental health outcomes.