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Group support in a school setting for adolescent girls at risk for depression.

机译：在学校环境中为处于抑郁风险中的少女提供小组支持。

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摘要

This study used a supportive group school setting using cognitive behavioral therapy and the PATH program (Planning Alternative Tomorrows With Hope) to help adolescent girls lower their risk for depression and increase hope in their lives. The objective of this study was for the adolescent girls to feel supported, have a sense of belonging in the group, plan for the future, have increased self-esteem, and change their cognitive distortions.;The group was implemented in a suburban high school in mid-western Canada, one day per week for 14 weeks. The program rationale was based on previous research that has found cognitive behavior therapy (CBT) to be helpful when working with depressed adolescents. However, there is limited research on using CBT in the school setting and on the effects of the PATH program when working with an at-risk population. One of the goals of this study was to explore the usefulness of the PATH program with an adolescent population.;The method of group evaluation was to use pre- and post-test questionnaires, review the girl's' mental health, and then use a group evaluation (questionnaire) for the girls to complete upon termination from the group. Observations and field notes were made to determine the overall group process. In general, the group content appeared to assist the girls with their difficulties to some extent; however, the group process appeared to have more of an influence both on the success of the group and on the individual girls. The girls did feel supported, had a sense of belonging, and their self-esteem appeared to increase. Limitations of this study are reviewed.
机译：这项研究使用了支持性的集体学校环境，该环境采用认知行为疗法和PATH计划（“带着希望计划明天”）来帮助青春期女孩降低患抑郁症的风险并增加生活中的希望。这项研究的目的是让青春期的女孩感到支持，对小组有归属感，对未来有计划，增加自尊并改变他们的认知扭曲。该小组是在郊区的一所中学实施的在加拿大中西部，每周一天，共14周。该计划的基本原理是基于先前的研究，该研究发现认知行为疗法（CBT）在与沮丧的青少年一起工作时会有所帮助。但是，关于在学校环境中使用CBT以及与高危人群一起工作时PATH计划的效果的研究很少。这项研究的目标之一是探索PATH程序对青少年人群的实用性。小组评估的方法是使用测试前和测试后的问卷，回顾女孩的心理健康状况，然后使用小组对女孩的评估（问卷调查），以便在退出小组后完成。进行观察和现场记录以确定整个小组的过程。总的来说，小组内容似乎在某种程度上帮助了女孩们的困难。但是，小组活动似乎对小组的成功和单个女孩的影响更大。这些女孩确实感到支持，有归属感，并且自尊心似乎增强了。审查了这项研究的局限性。

著录项

  • 作者

    Gregorash, Kelly.;

  • 作者单位

    University of Manitoba (Canada).;

  • 授予单位 University of Manitoba (Canada).;
  • 学科 Educational psychology.;Womens studies.
  • 学位 M.Ed.
  • 年度 2007
  • 页码 162 p.
  • 总页数 162
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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