互动式讲座对社区焦虑、抑郁早期人群的干预效果研究

Interactive Lectures' Intervention Effect on Community Anxiety and Depression People on Early Stages

目的应用互动式讲座对社区焦虑、抑郁早期人群进行干预,缓解他们的焦虑、抑郁情绪状态,提高其心理健康水平。方法以试点社区中筛查出的144例焦虑、抑郁早期人群作为研究对象,分为干预组69人,对照组75人;运用每周1次,每次2小时,共4次的互动式讲座对干预组进行干预;2组均采用焦虑自评量表(SA S)、抑郁自评量表(SDS)、非理性信念量表(IBS)进行干预前后的问卷调查,并进行相关数据统计分析。结果①干预前,干预组和对照组在3个量表上的得分差异无统计学意义(SA S:t=0.991,P>0.05;SDS:t=-0.801,P>0.05;IBS:t=0.000,P>0.05),干预后得分差异均有统计学意义(SA S:t=-2.373,P<0.05;SDS:t=-4.823,P<0.001;IBS:t=-3.067,P<0.05);②干预组在干预前后焦虑、抑郁2个量表得分差异均有统计学意义(SA S:t=4.871,P<0.001;SDS:t=3.915,P<0.001),非理性信念量表得分有所下降,差异无统计学意义(IBS:t=1.313,P>0.05);③对照组焦虑、抑郁2个量表得分差异均无统计学意义(SA S:t=1.519,P>0.05;SDS:t=1.514,P>0.05),非理性信念量表得分明显上升,差异有统计学意义(IBS:t=-2.425,P<0.05)。结论互动式讲座可显著缓解和改善社区焦虑、抑郁早期人群的情绪状态;此干预模式值得在其它地区推广,可进一步探索完善此模式。

Objective Apply interactive lectures to intervene in community anxiety and depression people on early stages,and ease the emotional status of their anxiety and depression and improve their mental health.Methods A total of 144 early anxiety and depression people were selected to be the research objectives,among which 69 people were volunteered to join in the intervention group and 75 in control group.The intervention group was provided with 2-hour interactive lecture once a week for 4 weeks.Self-rating anxiety scale（SAS）,self-rating depression scale（SDS）,Irrational Beliefs Scale（IBS）were adopted to survey two groups before and after the intervention,and the relevant statistical data were analyzed.Results ①There were no significant differences in three scales scores between two groups before intervention（SAS：t=0.991,P0.05;SDS：t=-0.801,P0.05;IBS：t=0.000,P0.05）,but there were significant differences after intervention（SAS：t=-2.373,P0.05;SDS：t=-4.823,P0.001;IBS：t=-3.067,P0.05）.② The anxiety and depression scales in intervention group possessed statistical significance between before and after intervention（SAS：t=4.871,P0.001;SDS：t=3.915,P0.001）,and the score of irrational belief scale was decreased and the difference was not meaningful（IBS：t=1.313,P0.05）.③The differences of anxiety and depression scores for control group did not have statistical significance（SAS：t=1.519,P0.05;SDS：t=1.514,P0.05）,and the irrational belief score was increased significantly with important statistical significance（IBS：t=-2.425,P0.05）.Conclusion Interactive lecture is able to significantly ease and improve early community anxiety and depression people＇s emotional status;and the effect of this model is worth to be promoted in other areas,therefore further exploration and improvement of this model can be considered.