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首页> 外文期刊>International Journal of Environmental Research and Public Health >A Qualitative Process Evaluation of Classroom-Based Cognitive Behaviour Therapy to Reduce Adolescent Depression
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A Qualitative Process Evaluation of Classroom-Based Cognitive Behaviour Therapy to Reduce Adolescent Depression

机译：基于课堂的认知行为疗法减少青少年抑郁症的定性过程评估

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Small scale trials indicate that classroom-based Cognitive Behaviour Therapy (CBT) for adolescents has good reach and can help prevent depression. However, under more diverse everyday conditions, such programmes tend not to show such positive effects. This study examined the process of implementing a classroom-based CBT depression prevention programme as part of a large (n = 5,030) randomised controlled trial across eight UK secondary schools which was not found to be effective (PROMISE, ISRCTN19083628). The views of young people (n = 42), teachers (n = 12) and facilitators (n = 16) involved in the Resourceful Adolescent Programme (RAP) were obtained via focus groups and interviews which were thematically analysed. The programme was considered to be well structured and contain useful content, particularly for younger pupils. However, challenges associated with implementation were its age appropriateness for all year groups, its perceived lack of flexibility, the consistency of quality of delivery, the competing demands for teacher time and a culture where academic targets were prioritised over personal, social and health education. Whilst schools are convenient locations for introducing such programmes and allow good reach, the culture around improving well-being of young people in schools, increasing engagement with teachers and young people and sustaining such programmes are issues that need addressing.
机译：小型试验表明，针对青少年的基于课堂的认知行为疗法（CBT）具有良好的覆盖面，可以帮助预防抑郁症。但是，在更加多样化的日常条件下，此类程序往往不会显示出这种积极效果。这项研究检查了实施一项基于教室的CBT抑郁症预防计划的过程，该过程是一项在英国八所中学中进行的一项大型随机对照试验（n = 5,030）的一部分，该试验被认为是无效的（PROMISE，ISRCTN19083628）。通过专题小组的访谈和访谈，获得了参与青少年资源计划（RAP）的年轻人（n = 42），教师（n = 12）和促进者（n = 16）的观点。该课程结构合理，包含有用的内容，特别是对年幼的学生。但是，与实施相关的挑战是其适合所有年龄组的年龄，缺乏灵活性，教学质量的一致性，对教师时间的竞争要求以及一种文化，在这种文化中，学术目标优先于个人，社会和健康教育。尽管学校是实施此类计划的方便地点，并且可以达到良好的影响力，但围绕着改善年轻人在学校的福祉，增加与教师和年轻人的互动以及维持此类计划的文化是需要解决的问题。

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