一项关于“勇敢之旅”电子学习版本的学校试点研究:一个基于认知行为疗法的普遍焦虑预防计划。

IF 4.6 3区 医学 Q1 PEDIATRICS
Shoichi Ohashi, Yuko Urao, Kazumasa Fujiwara, Takako Koshiba, Shin-Ichi Ishikawa, Eiji Shimizu
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引用次数: 0

摘要

背景:教师提供的基于学校的认知行为疗法(CBT)在预防儿童焦虑方面是有效的。基于互联网的CBT已经成为提供此类干预的有效方法。我们之前的研究证明了在家庭学习环境下,电子学习版《勇敢的旅程》在减少日本小学生焦虑方面的可行性。本研究旨在评估电子学习版本在学校环境中的可行性和可接受性,并确定任何实际实施问题。方法:对204名10 ~ 12岁小学生进行单臂研究。参与者在正常的课堂时间内完成了电子学习计划。其中,180名完成了80%以上课程并同意参与研究的学生被纳入分析。我们使用斯宾塞儿童焦虑量表(SCAS)以及学习日志和课程后满意度问卷来评估焦虑症状的变化。结果:使用广义线性混合模型分析的估计平均SCAS评分显示,从干预前到随访显著降低2.6分(p =。4.04, 95% ci[-5.08, -0.09])。亚组分析显示,男孩的得分下降了6.4分,而女孩的得分下降了0.5分。在A学校,SCAS分数略有上升0.4分,而在B学校,SCAS分数下降了3.1分。时间与性别之间(p = .03)、时间与学校之间(p = .04)存在显著的交互作用。平均理解测试分数(正确/错误)为13.2 / 16 (SD = 2.2)。结论:《勇敢的旅程》电子学习版在学校环境中是可行的,并且被广泛接受。学生自我报告表明,他们可能在日常生活中应用了认知行为治疗的知识和技能。未来的研究应探索影响项目有效性的环境因素,并确定其实施的最佳条件。试验注册:UMIN, UMIN000057115, 2025年2月21日注册。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

A school-setting pilot study of the e-learning version of the "Journey of the Brave": a universal anxiety-prevention program based on cognitive behavioral therapy.

A school-setting pilot study of the e-learning version of the "Journey of the Brave": a universal anxiety-prevention program based on cognitive behavioral therapy.

A school-setting pilot study of the e-learning version of the "Journey of the Brave": a universal anxiety-prevention program based on cognitive behavioral therapy.

A school-setting pilot study of the e-learning version of the "Journey of the Brave": a universal anxiety-prevention program based on cognitive behavioral therapy.

Background: School-based cognitive behavioral therapy (CBT) programs delivered by teachers are effective in preventing anxiety among children. Internet-based CBT has emerged as an efficient method for delivering such interventions. Our previous research demonstrated the feasibility of the e-learning version of Journey of the Brave in reducing anxiety among Japanese elementary school students in a home-based learning environment. This study aimed to evaluate the feasibility and acceptability of the e-learning version in school settings and to identify any practical implementation issues.

Methods: We conducted a single-arm study with 204 elementary school students aged 10-12 years. Participants completed the e-learning program during regular classroom hours. Of these, 180 students who completed more than 80% of the program and agreed to participate in the study were included in the analysis. We evaluated changes in anxiety symptoms using the Spence Children's Anxiety Scale (SCAS), alongside learning logs and a post-program satisfaction questionnaire.

Results: The estimated mean SCAS score, analyzed using a generalized linear mixed model, showed a significant decrease of 2.6 points from pre-intervention to follow-up (p = .04, 95% CI [-5.08, -0.09]). Subgroup analysis revealed a 6.4-point reduction in boys compared to a 0.5-point decrease in girls. In School A, the SCAS score slightly increased by 0.4 points, while in School B, it decreased by 3.1 points. Significant interaction effects were observed between time and gender (p = .03) and between time and school (p = .04). The mean comprehension test score (true/false) was 13.2 out of 16 (SD = 2.2).

Conclusion: The Journey of the Brave e-learning version was feasible and well-accepted in school settings. Student self-reports suggested that they may have applied the CBT knowledge and skills in their daily lives. Future studies should explore the contextual factors influencing program effectiveness and determine optimal conditions for its implementation.

Trial registration:  UMIN, UMIN000057115, Registered February 21, 2025.

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来源期刊
Child and Adolescent Psychiatry and Mental Health
Child and Adolescent Psychiatry and Mental Health PEDIATRICSPSYCHIATRY-PSYCHIATRY
CiteScore
7.00
自引率
3.60%
发文量
84
审稿时长
16 weeks
期刊介绍: Child and Adolescent Psychiatry and Mental Health, the official journal of the International Association for Child and Adolescent Psychiatry and Allied Professions, is an open access, online journal that provides an international platform for rapid and comprehensive scientific communication on child and adolescent mental health across different cultural backgrounds. CAPMH serves as a scientifically rigorous and broadly open forum for both interdisciplinary and cross-cultural exchange of research information, involving psychiatrists, paediatricians, psychologists, neuroscientists, and allied disciplines. The journal focusses on improving the knowledge base for the diagnosis, prognosis and treatment of mental health conditions in children and adolescents, and aims to integrate basic science, clinical research and the practical implementation of research findings. In addition, aspects which are still underrepresented in the traditional journals such as neurobiology and neuropsychology of psychiatric disorders in childhood and adolescence are considered.
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