A Brief School-Based Cognitive-Behavioral Intervention for Japanese Adolescents With Severe Posttraumatic Stress
A Brief School-Based Cognitive-Behavioral Intervention for Japanese Adolescents With Severe Posttraumatic Stress
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DOI：
10.1002/jts.22145
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发表时间：
2016-12-01
影响因子：
3.3
通讯作者：
Ohtani, Tetsuhiro
中科院分区：
文献类型：
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作者：
Ito, Daisuke;Koseki, Shunsuke;Ohtani, Tetsuhiro
本初步研究调查了一个简短的基于学校的认知行为干预项目对2011年东日本大地震中暴露的日本青少年的效果。在2014年3月的研究中，参与者是22名患有严重创伤后应激症状的青少年。他们在学校完成了一个基于Ehlers和Clark（2000）模型的单阶段4步干预项目。使用事件影响量表（Weiss, 2004）和流行病学研究中心抑郁量表（Radloff, 1977）在3个时间点（干预前、干预后和4个月随访）评估症状状态。结果显示，干预后所有创伤后应激症状均有显著改善（d = 0.81），并且在整个4个月的随访期间（d = 1.10）均保持效果。然而，抑郁症状没有得到改善。这项初步研究的结果表明，基于学校的认知行为干预计划是可行的，并且无论跨文化差异如何，对有创伤后应激症状的日本青少年都有希望，但还需要进一步的研究来检验有效性。尽管这项试点研究的结果是初步的，但我们干预的优势在于它是由一个经过良好测试的理论模型驱动的，并且只需要一次治疗。
This pilot study investigated the efficacy of a brief school-based cognitive-behavioral intervention program for Japanese adolescents exposed to the Great East Japan Earthquake in 2011. The participants were 22 adolescents with severe posttraumatic stress symptoms at the time of the study in March 2014. They completed a single-session 4-step intervention program based on Ehlers and Clark's (2000) model at their school. Symptom status was assessed at 3 time points (preintervention, postintervention, and 4-month follow-up) using the Impact of Event Scale-Revised (Weiss, 2004) and Center for Epidemiologic Studies Depression Scale (Radloff, 1977). The results showed significant improvements in all posttraumatic stress symptoms at postintervention (d = 0.81), and the effects were maintained throughout the 4-month follow-up period (d = 1.10). However, no improvement in depressive symptoms was shown. Results from this pilot study suggest that school-based cognitive-behavioral intervention programs are feasible and show promise for Japanese adolescents with posttraumatic stress symptoms regardless of cross-cultural differences, but that additional research examining effectiveness is needed. Despite the preliminary nature of the findings of this pilot study, the strengths of our intervention were that it was driven by a well-tested theoretical model and required only a single session to administer.