A Web-Based Adolescent Positive Psychology Program in Schools: Randomized Controlled Trial
A Web-Based Adolescent Positive Psychology Program in Schools: Randomized Controlled Trial
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DOI：
10.2196/jmir.4329
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发表时间：
2015-07-01
影响因子：
7.4
通讯作者：
Lum, Alistair
中科院分区：
文献类型：
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作者：
Burckhardt, Rowan;Manicavasagar, Vijaya;Lum, Alistair
背景：青少年心理健康的特点是精神疾病发生率相对较高，而求助行为水平较低。旨在解决青少年这些问题的现有心理健康计划屡屡出现不一致的结果。此类计划通常基于源自认知行为疗法的技术，这可能不太适合青少年样本的早期干预。积极心理学旨在改善幸福感而不是减轻心理症状，提供了另一种方法。之前一项针对青少年的社区研究发现，非正式参与在线积极心理学项目长达六周可以显着改善幸福感和抑郁症状。然而，这种方法尚未在青少年中和学校环境中以结构化形式进行试验。 目的：本研究探讨了在 6 周内以结构化形式提供的在线学校积极心理学课程的可行性，利用工作簿指导学生完成网站内容和互动练习。方法：将来自四所高中的学生按课堂随机分配到积极心理学条件“咬回去”或控制条件。 Bite Back条件包括积极心理学练习和信息，而对照条件则使用一系列非心理学娱乐网站。这两种干预措施均在课堂上进行，为期 4-6 周，每次 6 小时。在基线和干预后进行症状测量以及幸福/繁荣和生活满意度测量。结果：使用多级线性模型分析数据。这两种情况都显示出抑郁、压力和总症状评分的降低，两种情况之间没有任何显着差异。咬回和控制条件也表明干预后生活满意度得分显着提高。然而，只有控制条件显示干预后成绩显着提高。结论：结果表明，与控制条件相比，在学校课程中实施的结构化在线积极心理学课程并不有效。学校环境中在线课程交付的局限性（包括后勤考虑）也与本研究的矛盾结果有关。
Background: Adolescent mental health is characterized by relatively high rates of psychiatric disorders and low levels of help-seeking behaviors. Existing mental health programs aimed at addressing these issues in adolescents have repeated inconsistent results. Such programs have generally been based on techniques derived from cognitive behavioral therapy, which may not be ideally suited to early intervention among adolescent samples. Positive psychology, which seeks to improve well-being rather than alleviate psychological symptoms, offers an alternative approach. A previous community study of adolescents found that informal engagement in an online positive psychology program for up to 6 weeks yielded significant improvements in both well-being and depression symptoms. However, this approach had not been trialed among adolescents in a structured format and within a school setting.Objective: This study examines the feasibility of an online school-based positive psychology program delivered in a structured format over a 6-week period utilizing a workbook to guide students through website content and interactive exercises.Methods: Students from four high schools were randomly allocated by classroom to either the positive psychology condition, "Bite Back", or the control condition. The Bite Back condition consisted of positive psychology exercises and information, while the control condition used a series of non-psychology entertainment websites. Both interventions were delivered online for 6 hours over a period of 4-6 weeks during class time. Symptom measures and measures of well-being/flourishing and life satisfaction were administered at baseline and post intervention.Results: Data were analyzed using multilevel linear modeling. Both conditions demonstrated reductions in depression, stress, and total symptom scores without any significant differences between the two conditions. Both the Bite Back and control conditions also demonstrated significant improvements in life satisfaction scores post intervention. However, only the control condition demonstrated significant increases in flourishing scores post intervention.Conclusions: Results suggest that a structured online positive psychology program administered within the school curriculum was not effective when compared to the control condition. The limitations of online program delivery in school settings including logistic considerations are also relevant to the contradictory findings of this study.