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首页> 外文期刊>Prevention science: the official journal of the Society for Prevention Research >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：预防瑞典小学生的焦虑和抑郁症：一种簇随机化效果研究

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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朋友的生活，一种防止瑞典学科儿童焦虑和抑郁的干预。在斯德哥尔摩，瑞典的17所学校招募了895岁和11岁之间的儿童，并随机为干预或对照组。干预组的教师在课堂上获得了一整天的培训和管理朋友。我们评估了儿童焦虑和抑郁症状，普遍的精神健康以及在干预后和后期的后续行动中的焦虑和学术表现。多通用方法与儿童，父母和教师收集的数据一起使用。评估是随着儿童焦虑规模，儿童抑郁库存以及问卷调查表的优势和困难。儿童的基线症状，性别和年龄以及他们教师使用监督的使用是作为主持人的效果。我们的研究发现，对于整个样本的任何结果没有对干预的短期或长期影响。我们发现干预关于基线抑郁症状升高的儿童的干预效果。与教师参加监督会议或对照组的儿童相比，我们发现教师参加了更多监督会议的儿童焦虑症状减少。调解分析表明，这种效果是受到干预的最后阶段的变化驱动的，这表明监督可能在提高教师有效管理干预的能力方面发挥重要作用。

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