目的:针对抑郁症群体年轻化趋势,本研究致力于探究绘画团体辅导在初中学生群体中对抑郁症状和整体心理健康水平的影响,为青少年抑郁症状干预提供科学有效的普适性方法。方法:选取山东省威海市某四年制初中学校存在抑郁症状的80名学生作...目的:针对抑郁症群体年轻化趋势,本研究致力于探究绘画团体辅导在初中学生群体中对抑郁症状和整体心理健康水平的影响,为青少年抑郁症状干预提供科学有效的普适性方法。方法:选取山东省威海市某四年制初中学校存在抑郁症状的80名学生作为研究对象,随机分为实验组40人(绘画团体辅导)和对照组40人(学校标准课程)。通过流调用抑郁量表(CES-D)和中小学生心理健康诊断测验(MHT)来测量绘画团体辅导的干预效果。试验结束后的3个月和9个月,采用流调用抑郁量表进行随访。结果:实验组CES-D基线的均数与干预后、3月后、9月后量表得分总体均数相比,存在统计学差异(F = 3.93, P = 0.01);时间和处理因素交互效应无统计学意义(P = 0.15);实验组和对照组在干预后CES-D得分,有统计学差异(t = 3.56, P = 0.001)。MHT量表总分在干预后两组存在统计学差异(Z = −2.32, P = 0.023);学习压力得分在干预后两组无统计学差异(t = −0.7, P = 0.49)。干预后,达到临床显著改善实验组与对照组相比,两组有明显统计学差异(χ2 = 15.22, P = 0.001)。结论:本研究结果支持绘画团体辅导对初中学生抑郁症状的改善是有效的,且这种改善效果在随访过程中得以持续。绘画团体辅导可以作为一种简便而有效的干预方法,为初中生的健康成长发挥积极作用。Objective: In response to the trend of youth depression, this study aims to explore the effects of group art therapy on depression symptoms and overall mental health in junior high school students, and provide a scientifically effective and universally applicable method for intervention of adolescent depression. Methods: 80 students with depression symptoms from a four-year junior high school in Weihai, Shandong province, China were randomly divided into an experimental group (group art therapy, n = 40) and a control group (standard school curriculum, n = 40). The intervention effects of group art therapy were measured using the Center for Epidemiologic Studies Depression Scale (CES-D) and the Mental Health Test for Primary and Secondary School Students (MHT). Follow-up assessments were conducted at 3 months and 9 months after the end of the intervention using CES-D. Results: There was a statistically significant difference between the experimental group and control group in terms of CES-D scores after the intervention (t = 3.56, P = 0.001). The baseline mean of CES-D scores in the experimental group was significantly different from the mean scores after the intervention, at 3 months, and at 9 months (F = 3.93, P = 0.01). There was no significant interaction effect between time and treatment factors (P = 0.15). There was a statistically significant difference between the two groups in terms of MHT total scores after the intervention (Z = −2.32, P = 0.023), but no significant difference in learning stress scores (t = −0.7, P = 0.49). The experimental group had significantly more participants achieving clinically significant improvement compared to the control group (χ2 = 15.22, P = 0.001). Conclusion: The results of this study support the effectiveness of group art therapy in improving depression symptoms in junior high school students, with sustained effectiveness observed during follow-up. Group art therapy can be considered as a simple and effective intervention method, playing a positive role in the healthy development of junior high school students.展开更多
文摘目的:针对抑郁症群体年轻化趋势,本研究致力于探究绘画团体辅导在初中学生群体中对抑郁症状和整体心理健康水平的影响,为青少年抑郁症状干预提供科学有效的普适性方法。方法:选取山东省威海市某四年制初中学校存在抑郁症状的80名学生作为研究对象,随机分为实验组40人(绘画团体辅导)和对照组40人(学校标准课程)。通过流调用抑郁量表(CES-D)和中小学生心理健康诊断测验(MHT)来测量绘画团体辅导的干预效果。试验结束后的3个月和9个月,采用流调用抑郁量表进行随访。结果:实验组CES-D基线的均数与干预后、3月后、9月后量表得分总体均数相比,存在统计学差异(F = 3.93, P = 0.01);时间和处理因素交互效应无统计学意义(P = 0.15);实验组和对照组在干预后CES-D得分,有统计学差异(t = 3.56, P = 0.001)。MHT量表总分在干预后两组存在统计学差异(Z = −2.32, P = 0.023);学习压力得分在干预后两组无统计学差异(t = −0.7, P = 0.49)。干预后,达到临床显著改善实验组与对照组相比,两组有明显统计学差异(χ2 = 15.22, P = 0.001)。结论:本研究结果支持绘画团体辅导对初中学生抑郁症状的改善是有效的,且这种改善效果在随访过程中得以持续。绘画团体辅导可以作为一种简便而有效的干预方法,为初中生的健康成长发挥积极作用。Objective: In response to the trend of youth depression, this study aims to explore the effects of group art therapy on depression symptoms and overall mental health in junior high school students, and provide a scientifically effective and universally applicable method for intervention of adolescent depression. Methods: 80 students with depression symptoms from a four-year junior high school in Weihai, Shandong province, China were randomly divided into an experimental group (group art therapy, n = 40) and a control group (standard school curriculum, n = 40). The intervention effects of group art therapy were measured using the Center for Epidemiologic Studies Depression Scale (CES-D) and the Mental Health Test for Primary and Secondary School Students (MHT). Follow-up assessments were conducted at 3 months and 9 months after the end of the intervention using CES-D. Results: There was a statistically significant difference between the experimental group and control group in terms of CES-D scores after the intervention (t = 3.56, P = 0.001). The baseline mean of CES-D scores in the experimental group was significantly different from the mean scores after the intervention, at 3 months, and at 9 months (F = 3.93, P = 0.01). There was no significant interaction effect between time and treatment factors (P = 0.15). There was a statistically significant difference between the two groups in terms of MHT total scores after the intervention (Z = −2.32, P = 0.023), but no significant difference in learning stress scores (t = −0.7, P = 0.49). The experimental group had significantly more participants achieving clinically significant improvement compared to the control group (χ2 = 15.22, P = 0.001). Conclusion: The results of this study support the effectiveness of group art therapy in improving depression symptoms in junior high school students, with sustained effectiveness observed during follow-up. Group art therapy can be considered as a simple and effective intervention method, playing a positive role in the healthy development of junior high school students.
