A Study Of Prevention And Intervention On Depressive Symptoms Among Junior Students In A Middle School Of Kunming

Objective To develop cognitive-behavioral intervention on depressive symptoms among junior school students,and to assess the feasibility and effectiveness of the prevention and intervention and to set up an effective method for psychological education.Methods This study is a quasi-experiment study,a prospective study by comparing the CES-D scores of depressive symptoms comprehensive interventions group, no depressive symptoms comprehensive interventions group and non-comprehensive interventions group, thus to make a judgment for the effect of the intervention. With purposive sampling methed,we first select in a middle school of Kunming, then chose grade one and two students as the objects.Three classes were randomly selected in each grade and all students were studied in selected classes.329 valid questionnaires were received at baseline.After baseline, the students of CES-D scores = 20 scores were assessed to have depressive symptoms, the students of CES-D scores <20 were divided into no depressive symptoms.329 students were split three groups,according to the premise of informed consent, the students are voluntary participation in this study, and the students of CES-D scores= 20 scores as the depressive symptoms comprehensive interventions group, the students of CES-D scores <20 scores as no depressive symptoms comprehensive interventions group, the remaining students as non-comprehensive interventions group. The both comprehensive interventions groups received two months cognitive-behavioral group intervention.This study used Center for Epidemiologic Studies Depression Scale (CES-D), Social Support Rating Scale (SSRS), Middle School Students Coping Style Scale and Self-compiled Questionnaire to investigate all selected students at pre-intervention,post-intervention and post-intervention 3 months,and we had self-compared of the CES-D scores coping style and social supporr factors score of the 3 groups students at pre-intervention,post-intervention and post-intervention 3 months.Results 1.Before intervention, there were no statistically difference in gender, grade, whether the child, character, school life, whether he or she has been abused, family history of depression, family income and family structure between the 3 groups (P> 0.05)2.The life events factors scores of three groups had no statistically difference in self-comparison of pre-intervention, post-intervention and post-intervention 3 months (P>0.05)3.After intervention, the three groups have lower CES-D score,and the CES-D score of depressive symptoms comprehensive interventions group decreased significantly than others. The CES-D scores of three groups had statistically significant in self-comparison of pre-intervention and post-intervention, pre-intervention and Post-intervention 3 months (P<0.05). After intervention, the CES-D scores of deressive symtoms comprehensive interventions group and no depressive symptoms comprehensive interventions group decreased significantly than non-comprehensive interventions group.4. After intervention, the male and female have lower CES-D scores than before intervention> and there were statistically significant in self-comparison of male and female (P<0.05),in addition to self-comparison of male of no depressive symptoms comprehensive interventions group (P>0.05)5.The CES-D scores of grade one and two students were lower in each group after intervention,and there were statistically significant in self-comparison of grade one and grade two (P<0.05),in addition to self-comparison of grade two students of no depressive symptoms comprehensive interventions group (P>0.05)6. The social support factors scores of the 3 groups were higher at post-intervention and post-intervention 3 months than pre-intervention.7.The coping style positive factors scores of the 3 groups also were higher at post-intervention and post-intervention 3 months than pre-intervention, and the coping style negative factors scores of the depressive symptoms intervention and no depressive symptomsintervention were a few lower than pre-intervention.Conclusion Cognitive-behavioral group intervention is helpful in reducing the depressive symptoms and CES-D scores of junior students. Group intervention not only improved the coping style,but also make students with a greater use of positive coping strategies and less use of negative coping strategies. Meanwhile, the group intervention also increased the level of social support of junior students, improving the student's social support resources and utilization of social resources. The results of the study show that the theoretical framework of the study is scientific, so the intervention achieved the desired results,and four hypothesis of the study is established.