Advances and Challenges in School-Based Intervention for Anxious and Depressed Youth: Identifying and Addressing Issues of Sustainability.
Advances and Challenges in School-Based Intervention for Anxious and Depressed Youth: Identifying and Addressing Issues of Sustainability.
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DOI：
10.1007/s12310-012-9087-8
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发表时间：
2012-12-01
影响因子：
2.6
通讯作者：
Fox, Jeremy K.
中科院分区：
文献类型：
--
作者：
Warner, Carrie Masia;Fox, Jeremy K.
焦虑和抑郁是儿童和青少年中最常见的精神病理类型，18岁前的终生患病率分别接近32%和12% （Costello, Egger, & Angold, 2005; Merikangas et al., 2010）。患有内化障碍的青少年在友谊、家庭关系和学术功能方面都会受到严重损害，包括难以集中精力学习和学业成绩较低（Colman, Wadsworth, Croudace, & Jones, 2007; Grover, Ginsburg, & Ialongo, 2007; Langley, Bergman, McCracken, & Piacentini, 2004）。如果不进行干预，这些障碍往往会持续到成年（Costello et al., 2005），使青少年面临长期残疾的巨大风险（Bittner et al., 2007; Costello, Mustillo, Erkanli, Keeler, & Angold, 2003）。考虑到这些有害的影响，一些有效的干预措施，包括认知行为疗法（CBT）和人际治疗（IPT），已经发展到治疗焦虑和抑郁。不幸的是，大多数受影响的青少年从未获得治疗（Essau, 2005； Merikangas等，2011）。在少数这样做的人中，大多数在学校接受服务（Merikangas et al., 2011; Rones & Hoagwood, 2000），然而很少有基于证据的学校心理健康服务（Evans, Koch, Brady, Meszaros, & Sadler, 2012; Kelly et al., 2010）。鉴于需要心理健康服务的青年与接受心理健康服务的青年之间存在巨大差距，并且有证据表明学校是最常见的服务部门，因此，将基于证据的干预措施纳入学校是解决这一公共卫生问题的关键战略。由于焦虑和抑郁往往不被发现，与学校合作创造了提高认识的机会。此外，焦虑和抑郁的常见诱因（例如，人际冲突，学业要求）和许多相关干扰（例如，难以集中注意力，回避）经常发生在学校，因此使其成为现实世界筛查和干预的理想环境，具有很高的推广潜力。受到以学校为基础的焦虑和抑郁服务优势的启发，本特刊中的文章处于新兴研究领域的前沿，重点关注将内化障碍的循证干预措施转移到学校环境中（Fox, herzigg - anderson, colonnori, Stewart, & Masia Warner，出版中）。这些文章调查了与学校提供的治疗的有效性、传播和可持续性相关的重要问题。首先，科隆诺里及其同事（2012）调查了社交焦虑高中生样本的服务使用率，同时考察了自我披露的社交困扰对治疗获取的影响。接下来，三篇论文（Beidas et al., 2012b; Becker, Becker, & Ginsburg, 2012; Forman, Fagley, Chu, & Walkup, 2012）研究了态度、偏好、培训和组织支持在学校心理健康提供者实施循证干预的意愿中的作用。最后两篇论文描述了对有内化症状的青少年的校本预防干预计划的评估。Young, Kranzler， Gallop和Mufson（2012）评估了团体人际心理治疗-青少年技能训练（IPT-AST）对报告抑郁症状升高的青少年的社会和学习结果的影响。
Anxiety and depression are among the most common types of psychopathology in children and adolescents, with lifetime prevalence rates approaching 32% and 12% before age 18, respectively (Costello, Egger, & Angold, 2005; Merikangas et al., 2010). Youth with internalizing disorders experience significant impairment in friendships, family relationships, and academic functioning, including difficulty concentrating on schoolwork and lower academic achievement (Colman, Wadsworth, Croudace, & Jones, 2007; Grover, Ginsburg, & Ialongo, 2007; Langley, Bergman, McCracken, & Piacentini, 2004). Without intervention, these disorders frequently persist into adulthood (Costello et al., 2005), placing youth at substantial risk for long-term disability (Bittner et al., 2007; Costello, Mustillo, Erkanli, Keeler, & Angold, 2003). Given such detrimental impact, several efficacious interventions, including cognitive-behavioral therapy (CBT) and interpersonal therapy (IPT), have been developed to treat anxiety and depression. Unfortunately, the majority of affected youth never access treatment (Essau, 2005; Merikangas et al., 2011). Of the minority who do, most receive services at school (Merikangas et al., 2011; Rones & Hoagwood, 2000), yet few school-based mental health services are evidence-based (Evans, Koch, Brady, Meszaros, & Sadler, 2012; Kelly et al., 2010). Based on the large disparity between youth in need of mental health services and those who receive them, and evidence documenting schools as the most common service sector, integrating evidence-based interventions into schools is a key strategy for addressing this public health issue. Since anxiety and depression often go undetected, partnering with schools creates opportunities for enhanced recognition. In addition, common triggers of anxiety and depression (eg, interpersonal conflicts, academic demands) and much of the associated interference (eg, difficulty concentrating, avoidance) often occur at school, thus making it an ideal setting for real-world screenings and interventions with high potential for generalization. Inspired by the advantages of school-based services for anxiety and depression, the articles in this special edition are at the forefront of a burgeoning area of research focusing on transporting evidence-based interventions for internalizing disorders to the school setting (Fox, Herzig-Anderson, Colognori, Stewart, & Masia Warner, in press). These articles investigate important issues related to the effectiveness, dissemination, and sustainability of treatments delivered at school. First, Colognori and colleagues (2012) investigate the rates of service use in a sample of socially anxious high school students while examining the influence of self-disclosing social distress on treatment access. Next, three papers (Beidas et al., 2012b; Becker, Becker, & Ginsburg, 2012; Forman, Fagley, Chu, & Walkup, 2012) examine the role of attitudes, preferences, training, and organizational support in the willingness of school-based mental health providers to implement evidence-based interventions. The final two papers describe the evaluation of school-based preventive intervention programs for youth with internalizing symptoms. Young, Kranzler, Gallop, and Mufson (2012) evaluate the impact of group Interpersonal Psychotherapy-Adolescent Skills Training (IPT-AST) on social and school outcomes for adolescents reporting elevated symptoms of depression.
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影响因子：
5.1
作者：
Funderburk, Beverly W.;Ware, Lisa M.;Chaffin, Mark
通讯作者：
Chaffin, Mark
影响因子：
4.4
作者：
Mannix, Kathryn A.;Blackburn, Ivy Marie;Scott, Jan
通讯作者：
Scott, Jan
DOI：
10.1016/j.chc.2005.06.003
发表时间：
2005-10-01
影响因子：
2.4
作者：
Costello, EJ;Egger, HL;Angold, A
通讯作者：
Angold, A
影响因子：
5.9
作者：
Sholomskas, DE;Syracuse-Siewert, G;Carroll, KM
通讯作者：
Carroll, KM
影响因子：
3.9
作者：
Vismara, Laurie A.;Young, Gregory S.;Stahmer, Aubyn C.;Griffith, Elizabeth McMahon;Rogers, Sally J.
通讯作者：
Rogers, Sally J.