| Part ?: The Screening and Influence Factors of Anxiety and Depression of Shanghai Middle SchoolsObjectives: To investigate the prevalence of anxiety disorders and depressive disorders in non-graduated grades in Shanghai middle school students,and to find out the influence factors of the students with anxiety and depression.Methods: Clustering stratified random sampling was used to find the prevalence of anxiety disorders and depressive disorders in 24 middle school students.The general situation questionnaire,Strength and Difficulty Questionnaire(SDQ),the Screen for Child Anxiety Related Emotional Disorders(SCARED),Kutcher Adolescent Depression Scale(KADS)were used to select the students.High-risk adolescents with anxiety disorders were selected by virtue of having a SDQ total difficulties score and a SCARED total score higher than the delimitation value;while high-risk adolescents with depressive disorders were selected based on SDQ total difficulties score and KADS total score.The high-risk adolescents with anxiety and depressive disorders were further assessed with the MINI-Kids interview.The data was analyzed to found the prevalence of anxiety disorder and depressive disorder,and logistic regression analysis was used to find out the influence factors of anxiety disorders and depressive disorders.Results: there were 127 students with anxiety disorder,the prevalence was 1.59%(95%CI=1.33%-1.88%),there was no significant difference between male(1.59%)and female(1.60%)students(P>0.05),and there were no significant differences between junior high schools(1.42%)and senior high schools(1.78%)(P > 0.05),the prevalence of depressive disorders was 0.75%(95%CI=0.56%-0.96%),and the difference between the prevalence of male(0.78%)and female(0.72%)students was not statistically significant(P>0.05),but there were significant differences between junior high schools(0.50%)and senior high schools(1.02%)(P<0.05).The protective factors of anxiety disorder were moderate in personality,seeking for help,high self-confidence and high self-worth,while the risk factors were obesity,had been abused,and had lost relatives and friends.The protective factors for depressive disorder was high confidence level;risk factors were old age,had been treated by violence,and had lost relatives and friends.Conclusions: the prevalence of anxiety disorders was higher than that of depressive disorder,and the prevalence of depressive disorders in senior high school students was higher than that of junior high school.Moderate personality,often looking for help,higher self-confidence and self-value can reduce the incidence of anxiety disorders,obesity,being abused,loss of friends and family can increase the incidence of anxiety disorders.Higher self-confidence can reduce the incidence of depressive disorder,being older,being abused,the loss of relatives and friends can increase the incidence of anxiety disorders.Part ?: Establishment and Preliminarily Verification the Effectiveness of of group cognitive behavioral therapy for middle school students with anxiety disordersObjectives: according to the results of previous epidemiological survey,we would write the group cognitive behavioral therapy manual for anxiety middle school students and to preliminarily verify the effectiveness.Methods: Based on the theory of cognitive behavior therapy,and the results of previous epidemiological survey,we wrote the framework of the manual.The contents of the manual was wrote by the researchers.After the completion of contents,the manual was checked for the final version.The manual had 8 sessions,each session for about 60 minutes.The first four sessions were mainly based on the understanding of the cognitive behavior therapy techniques,and last the four times was the mainly about the application of the treatment technology.To conduct with the controlled trial,the anxiety students were divided into two groups: intervention group and control group.Intervention tool was the group cognitive behavioral therapy manual for middle school students with anxiety.Assessments were performed at baseline,8 week,and 3 months follow-up.The assessment tools were General Situation Questionnaire,Strength and Difficulty Questionnaire,the Screen for Child Anxiety Related Emotional Disorders,Kutcher Adolescent Depression Scale and Subjective Efficacy Evaluation Questionnaire.Results: We wrote the group cognitive behavioral therapy manual for middle school students with anxiety.The content is clear,the time arrangement is accurate and reasonable.The manual is evidence-based.There were 41 students who had finished a course of the treatment,including 21 in the intervention group and 20 in the control group.At the end of 8th week,the improvement rate(decreasing rate>50%)of the intervention group were higher than those in the control group,and the difference was statistically significant(P<0.05).At 3 months follow-up,there were significant differences between the two groups in the improvement level,and the difference was statistically significant(P <0.05).Conclusions: there is a certain feasibility and efficacy of group cognitive behavioral therapy manual for middle school students with anxiety.It can be applied to the middle school students with anxiety disorders. |
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