{"title":"了解不寻常的感官体验：一项针对青少年的校本干预随机实验研究。","authors":"Jerica Radez, Louise Johns, Felicity Waite","doi":"10.1111/camh.12651","DOIUrl":null,"url":null,"abstract":"<div>\n \n <section>\n \n <h3> Background</h3>\n \n <p>One in ten young people experience unusual sensory experiences (USE), such as hallucinations. From a cognitive perspective, the appraisal of USE determines the impact of these experiences. Negative appraisal, as well as other psychological processes (e.g. thinking flexibility, maladaptive schemas, anxiety/depression), is associated with more distress. Our aim was to (a) develop a universal single-session school-based intervention on USE for adolescents and (b) evaluate the effect of the intervention on appraisals of and help seeking intentions for USE.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>A randomised controlled experimental design with a one-month follow-up was used to test the effectiveness of the intervention in one school. Students (<i>n</i> = 223) aged 12–13 were randomised by class to a single-session intervention on USE or a control intervention (generic mental wellbeing). Participants completed measures of appraisals of and help-seeking intentions for USE at pre- and postintervention and at one-month follow-up. They also completed measures of schemas, thinking flexibility and anxiety/depression at preintervention.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>Overall, 190 adolescents completed the main outcome measures at all three points. The intervention on USE led to a significant (<i>p</i> < .05) increase of positive appraisals of USE compared with the control, with effects sustained at one-month follow-up. The intervention on USE did not lead to significantly greater help-seeking intentions for USE (<i>p</i> = .26). Adolescents' schemas were associated with appraisals and slow thinking and anxiety/depressive symptoms with help-seeking behaviour for USE.</p>\n </section>\n \n <section>\n \n <h3> Conclusions</h3>\n \n <p>A single-session universal school-based intervention shows promise by improving appraisals of USE. Further research is required across different school populations.</p>\n </section>\n </div>","PeriodicalId":49291,"journal":{"name":"Child and Adolescent Mental Health","volume":"29 1","pages":"14-21"},"PeriodicalIF":6.8000,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/camh.12651","citationCount":"0","resultStr":"{\"title\":\"Understanding unusual sensory experiences: a randomised experimental study of a school-based intervention for adolescents\",\"authors\":\"Jerica Radez, Louise Johns, Felicity Waite\",\"doi\":\"10.1111/camh.12651\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>One in ten young people experience unusual sensory experiences (USE), such as hallucinations. From a cognitive perspective, the appraisal of USE determines the impact of these experiences. Negative appraisal, as well as other psychological processes (e.g. thinking flexibility, maladaptive schemas, anxiety/depression), is associated with more distress. Our aim was to (a) develop a universal single-session school-based intervention on USE for adolescents and (b) evaluate the effect of the intervention on appraisals of and help seeking intentions for USE.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>A randomised controlled experimental design with a one-month follow-up was used to test the effectiveness of the intervention in one school. Students (<i>n</i> = 223) aged 12–13 were randomised by class to a single-session intervention on USE or a control intervention (generic mental wellbeing). Participants completed measures of appraisals of and help-seeking intentions for USE at pre- and postintervention and at one-month follow-up. They also completed measures of schemas, thinking flexibility and anxiety/depression at preintervention.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>Overall, 190 adolescents completed the main outcome measures at all three points. The intervention on USE led to a significant (<i>p</i> < .05) increase of positive appraisals of USE compared with the control, with effects sustained at one-month follow-up. The intervention on USE did not lead to significantly greater help-seeking intentions for USE (<i>p</i> = .26). Adolescents' schemas were associated with appraisals and slow thinking and anxiety/depressive symptoms with help-seeking behaviour for USE.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusions</h3>\\n \\n <p>A single-session universal school-based intervention shows promise by improving appraisals of USE. Further research is required across different school populations.</p>\\n </section>\\n </div>\",\"PeriodicalId\":49291,\"journal\":{\"name\":\"Child and Adolescent Mental Health\",\"volume\":\"29 1\",\"pages\":\"14-21\"},\"PeriodicalIF\":6.8000,\"publicationDate\":\"2023-03-23\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/camh.12651\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Child and Adolescent Mental Health\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/camh.12651\",\"RegionNum\":3,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PEDIATRICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Child and Adolescent Mental Health","FirstCategoryId":"3","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/camh.12651","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PEDIATRICS","Score":null,"Total":0}
引用次数: 0
摘要
背景：每十名青少年中就有一人经历过幻觉等异常感官体验（USE）。从认知角度来看，对异常感觉体验的评价决定了这些体验的影响。负面评价以及其他心理过程（如思维灵活性、不适应模式、焦虑/抑郁）与更多的痛苦相关。我们的目标是：(a) 为青少年开发一种以学校为基础的普遍性单课时USE干预措施；(b) 评估该干预措施对USE评价和求助意向的影响：方法：采用随机对照实验设计，在一所学校进行为期一个月的跟踪调查，以检验干预措施的有效性。12-13岁的学生（n = 223）按班级被随机分配到单节课的USE干预或对照干预（一般心理健康）中。参与者在干预前、干预后和一个月的随访中完成了对 USE 的评价和求助意向的测量。他们还在干预前完成了对图式、思维灵活性和焦虑/抑郁的测量：共有 190 名青少年在三个阶段完成了主要结果测量。结果：共有 190 名青少年在所有三个时间点完成了主要结果测量：通过改善对 USE 的评估，一项单一疗程的通用校本干预显示出了前景。需要针对不同的学校人群开展进一步的研究。
Understanding unusual sensory experiences: a randomised experimental study of a school-based intervention for adolescents
Background
One in ten young people experience unusual sensory experiences (USE), such as hallucinations. From a cognitive perspective, the appraisal of USE determines the impact of these experiences. Negative appraisal, as well as other psychological processes (e.g. thinking flexibility, maladaptive schemas, anxiety/depression), is associated with more distress. Our aim was to (a) develop a universal single-session school-based intervention on USE for adolescents and (b) evaluate the effect of the intervention on appraisals of and help seeking intentions for USE.
Methods
A randomised controlled experimental design with a one-month follow-up was used to test the effectiveness of the intervention in one school. Students (n = 223) aged 12–13 were randomised by class to a single-session intervention on USE or a control intervention (generic mental wellbeing). Participants completed measures of appraisals of and help-seeking intentions for USE at pre- and postintervention and at one-month follow-up. They also completed measures of schemas, thinking flexibility and anxiety/depression at preintervention.
Results
Overall, 190 adolescents completed the main outcome measures at all three points. The intervention on USE led to a significant (p < .05) increase of positive appraisals of USE compared with the control, with effects sustained at one-month follow-up. The intervention on USE did not lead to significantly greater help-seeking intentions for USE (p = .26). Adolescents' schemas were associated with appraisals and slow thinking and anxiety/depressive symptoms with help-seeking behaviour for USE.
Conclusions
A single-session universal school-based intervention shows promise by improving appraisals of USE. Further research is required across different school populations.
期刊介绍：
Child and Adolescent Mental Health (CAMH) publishes high quality, peer-reviewed child and adolescent mental health services research of relevance to academics, clinicians and commissioners internationally. The journal''s principal aim is to foster evidence-based clinical practice and clinically orientated research among clinicians and health services researchers working with children and adolescents, parents and their families in relation to or with a particular interest in mental health. CAMH publishes reviews, original articles, and pilot reports of innovative approaches, interventions, clinical methods and service developments. The journal has regular sections on Measurement Issues, Innovations in Practice, Global Child Mental Health and Humanities. All published papers should be of direct relevance to mental health practitioners and clearly draw out clinical implications for the field.
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