Long-term effects of educational and peer discussion group interventions on adjustment to breast cancer
Long-term effects of educational and peer discussion group interventions on adjustment to breast cancer
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DOI：
10.1037/0278-6133.20.5.387
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发表时间：
2001-09-01
影响因子：
4.2
通讯作者：
Yasko, J
中科院分区：
文献类型：
--
作者：
Helgeson, VS;Cohen, S;Yasko, J
作者报告了一项为期3年的随访，旨在观察为期8周的支持小组干预对早期乳腺癌妇女生活质量的影响。诊断后不久，妇女被随机分配到4个条件之一：控制，教育，同伴讨论，教育加同伴讨论。教育组干预的重点是提供信息，以加强对疾病的经验控制，而同侪讨论组干预的重点是通过表达的感情提供情感支持。与干预后6个月出现的结果一致（V.S. Helgeson，S.科恩河Schulz，& J. Yasko，1999），作者发现教育干预的益处在3年内保持不变（N = 252），尽管效果随着时间的推移而消失。作者继续发现同伴讨论干预没有任何好处，无论是单独还是与教育相结合。
The authors report a 3-year follow-up of the effects of 8-week support group interventions on the quality of life of women with early stage breast cancer. Shortly after diagnosis, women were randomly assigned to 1 of 4 conditions: control, education, peer discussion, and education plus peer discussion. The education group intervention focused on providing information to enhance control over the illness experience, whereas the peer discussion group intervention focused on providing emotional support through the expression of feelings. Consistent with the results that emerged 6 months after the interventions (V. S. Helgeson, S. Cohen, R. Schulz, & J. Yasko, 1999), the authors found that the benefits of the education intervention were maintained over a 3-year period (N = 252), although effects dissipated with time. The authors continued to find no benefits of the peer discussion intervention, either alone or in combination with education.