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Improving human reactivity to trauma exposure using affect labeling.

机译：使用效果标签提高人类对创伤暴露的反应性。

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摘要

Background: Posttraumatic Stress Disorder (PTSD) is of tremendous public health significance given high prevalence rates, chronicity, and resulting functional impairment. While a number of empirically-supported treatments have been developed, these treatments are not widely available, nor are they universally efficacious. The current studies translate a traditional assessment technique, Script-Driven Imagery, into a computerized training for individuals with elevated trauma reactivity. This imaginal-exposure based training was supplemented with Affect Labeling to determine whether inhibitory learning was enhanced with this augmentation strategy.;Methods: Participants (n=107) were college students and community members who were recruited for two studies. The first compared augmentation Task (Affect Labeling vs. a control task, Shape Labeling) and Order of Task (During vs. After labeling) on physiological and self-report outcomes at Pre- and Post-Training. The second compared Condition (Affect Labeling vs. a control active task, Distraction Labeling vs. a control inactive task, Exposure Only) on Pre- to Post-Training changes in physiological and self-report measures.;Results: The trainings provided in both studies were effective at reducing self-reported distress and physiological activation from Pre- to Post-Training, though there were no consistent differences based on Condition. There was some evidence that Labeling (including Affect and Distract Labeling) conferred a benefit over No Labeling.;Conclusions: This study provides initial support for the acceptability and efficacy of this independently-operated computerized training for PTSD. Clinical implications and future directions are discussed.
机译：背景：鉴于高患病率，慢性病以及由此引起的功能障碍，创伤后应激障碍（PTSD）具有巨大的公共卫生意义。尽管已经开发了许多经验支持的治疗方法，但是这些治疗方法尚不广泛，也不是普遍有效的。当前的研究将传统的评估技术“脚本驱动的影像”转换为针对创伤反应性较高的个体的计算机化培训。这种基于想象力暴露的培训辅以“情感标签”，以确定是否可以通过这种增强策略来增强抑制性学习。方法：参与者（n = 107）是大学生和社区成员，他们参加了两项研究。首先比较了增强任务（效果标签与控制任务，形状标签）和任务顺序（标签中与标签后）在训练前后的生理和自我报告结果。第二个比较了训练前和训练后生理和自我报告方面的变化的条件（影响标签与对照活动任务，注意力分散标签与对照非活动任务，仅暴露）；结果：两种方法均提供了培训尽管根据病情没有一致的差异，但这些研究有效地减少了训练前到训练后的自我报告困扰和生理激活。有一些证据表明，标签（包括影响和分散注意力标签）比没有标签具有更多好处。结论：本研究为这种独立操作的PTSD计算机培训提供了可接受的支持和有效性。临床意义和未来方向进行了讨论。

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  • 作者

    Brown, Lily Anna.;

  • 作者单位

    University of California, Los Angeles.;

  • 授予单位 University of California, Los Angeles.;
  • 学科 Clinical psychology.;Psychology.
  • 学位 Ph.D.
  • 年度 2016
  • 页码 181 p.
  • 总页数 181
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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