Evaluating the real-world effectiveness of a cognitive behavior therapy-based transdiagnostic program for emotional problems in children in a regular school setting
Evaluating the real-world effectiveness of a cognitive behavior therapy-based transdiagnostic program for emotional problems in children in a regular school setting
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DOI：
10.1016/j.jad.2019.04.036
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发表时间：
2019-06-15
影响因子：
6.6
通讯作者：
Ollendick, Thomas H.
中科院分区：
文献类型：
--
作者：
Essau, Cecilia A.;Sasagawa, Satoko;Ollendick, Thomas H.
工作背景：本研究探讨了现实世界的有效性transdiagnosis预防计划，超级技能的生活（SSL），在儿童的情绪问题，在正规学校设置。SSL是基于认知行为疗法（CBT）的原则，行为激活，和社会技能training.Methods：参与者是205名儿童，年龄在8-12岁，谁被称为他们的老师有显着的情绪问题。所有儿童在参加SSL之前和之后以及干预后六个月完成了情绪和行为问题以及自尊的测量。孩子们的父母和班主任也完成了一份调查问卷，测量孩子们的一般困难和积极的属性。结果：自我、家长和教师的报告一致，情绪症状从前测到后测、从前测到随访均显著降低。性别对焦虑症状、情绪症状、同伴问题、亲社会行为的主效应显著。对2分钟语音任务的视频分析显示，眼睛凝视的长度、声音质量、语音长度、舒适度的表现和对话流畅度都有显着改善。然而，假设增加自尊并没有作为一个中介的变化前后焦虑症状或社交恐惧症子量表scores.Limitations：本研究采用了一个开放式的临床试验design.Conclusions：本研究提供了初步支持的有效性的手册指导的CBT的情绪问题，在正规的学校设置时，由学校服务人员提供。
Background: The present study examined the real-world effectiveness of a transdiagnostic prevention program, Super Skills for Life (SSL), among children with emotional problems in regular school settings. SSL is based on the principles of Cognitive Behavior Therapy (CBT), behavioral activation, and social skills training.Methods: Participants were 205 children, aged 8-12 years, who were referred by their teachers as having significant emotional problems. All the children completed measures of emotional and behavioral problems and self-esteem, both before and after participating in SSL, and at six months after the intervention. The children's parents and class teachers also completed a questionnaire that measures children's general difficulties and positive attributes. Children also gave a 2-minute speech task in front of the video in sessions 1 and 8.Results: There was agreement among self, parent, and teacher report, showing significant decreases of emotional symptoms from pretest to posttest and pretest to follow-up. Main effect of gender was significant for anxiety symptoms, emotional symptoms peer problems, and prosocial behavior. Video analysis of the 2-minute speech task showed significant improvement in length of eye gaze, vocal quality, length of speech, manifestation of comfort, and conversational flow. However, hypothesized increases in self-esteem did not act as a mediator of change in pre- to post-anxiety symptoms or social phobia subscale scores.Limitations: The present study used an open clinical trial design.Conclusions: This study provides initial support for the effectiveness of the manual-guided CBT for emotional problems in regular school settings when delivered by school services staff.