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首页> 美国卫生研究院文献>Springer Open Choice >Prevention of Anxiety and Depression in Swedish School Children: a Cluster-Randomized Effectiveness Study
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Prevention of Anxiety and Depression in Swedish School Children: a Cluster-Randomized Effectiveness Study

机译：瑞典小学生预防焦虑和抑郁的研究：一项集群随机有效性研究

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Our study aimed at evaluating FRIENDS for Life, an intervention to prevent anxiety and depression in Swedish school children. A total of 695 children between the ages of 8 and 11 were recruited from 17 schools in Stockholm, Sweden, and cluster-randomized to either the intervention or control group. Teachers in the intervention group received a full day of training and administered FRIENDS for Life in their classrooms. We assessed the children’s anxiety and depressive symptoms, general mental health, and academic performance at pre- and post-intervention as well as at the 12-month follow-up. A multi-informant approach was used with data collected from children, parents, and teachers. Assessment was done with the Spence Children’s Anxiety Scale, Children’s Depression Inventory, and the Strengths and Difficulties Questionnaire. Children’s baseline symptoms, gender, and age as well as their teacher’s use of supervision were examined as moderators of effect. Our study found no short- or long-term effects of the intervention for any outcome with regard to the entire sample. We found an enhanced effect of the intervention regarding children with elevated depressive symptoms at baseline. We found a decrease in anxiety symptoms among children whose teachers attended a larger number of supervision sessions, compared to children whose teachers attended fewer supervised sessions or the control group. Mediation analyses showed that this effect was driven by change in the last phase of the intervention, suggesting that supervision might play an important role in enhancing teachers’ ability to administer the intervention effectively.
机译：我们的研究旨在评估FRIENDS for Life，这是一项预防瑞典学童焦虑和抑郁的干预措施。从瑞典斯德哥尔摩的17所学校招募了695名8至11岁的儿童，并将其随机分为干预组或对照组。干预小组的教师接受了一整天的培训，并在课堂上管理了终身朋友。我们评估了儿童在干预前后以及在12个月的随访中的焦虑和抑郁症状，总体心理健康状况以及学习成绩。多信息方法用于从儿童，父母和老师收集的数据。通过Spence儿童焦虑量表，儿童抑郁量表以及长处和困难问卷进行了评估。检查了儿童的基线症状，性别和年龄，以及他们的老师使用监督作为调节作用的调节剂。我们的研究发现，对于整个样本而言，干预对任何结果都没有短期或长期影响。我们发现，对于基线时抑郁症状升高的儿童，干预措施的效果增强。我们发现，与参加较少监督班或对照组的老师相比，参加大量监督班的孩子的焦虑症状有所减轻。调解分析表明，这种影响是由干预最后阶段的变化所驱动的，这表明监督可能在增强教师有效管理干预措施的能力方面起着重要作用。

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