The impact of group interpersonal psychotherapy on clinical symptoms and social cognitive function of adolescents with depression
10.3760/cma.j.cn371468-20241008-00464
- VernacularTitle:团体人际心理治疗对青少年抑郁症患者临床症状及社会认知功能的影响
- Author:
Lin LI
1
;
Lan TANG
;
Yanhong LAI
;
Jian LIU
Author Information
1. 浙江大学医学院附属精神卫生中心/杭州市第七人民医院康复科，杭州 310013
- Publication Type:Journal Article
- Keywords:
Depression;
Group interpersonal psychotherapy;
Depressive symptoms;
Social cognitive function;
Adolescent
- From:
Chinese Journal of Behavioral Medicine and Brain Science
2025;34(4):346-351
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the impact of group interpersonal psychotherapy (IPT-G) on depressive symptoms and social cognitive function of adolescents with depression.Methods:From June 2021 to December 2023, a total of 75 adolescent inpatients diagnosed with depression were recruited from Hangzhou Seventh People’s Hospital. They were divided into intervention group and control group according to the general information matching principle.Finally, 30 patients in each group completed the study.The patients in control group received antidepressant medication, psychiatric care, and general recreational activities.While the patients in intervention group received IPT-G based on the treatment of control group. Children's depression inventory (CDI), interpersonal trust scale (ITS), self-esteem scale (SES) and the adolescent cognitive style questionnaire (ACSQ) were adopted to assess the depressive symptoms and social cognitive function of adolescent inpatients before and after the intervention and at 3 and 6 months of follow-up, respectively. SPSS 25.0 software was used for statistical analysis. Chi-square test, independent sample t-test and repeated measure ANOVA were used for inter or intra group comparisons. Results:1.Comparison of depression: The time and group interaction effect of CDI scores between the two groups was significant ( F=6.405, P<0.01). Inter group comparison showed that the CDI scores of the intervention group at 3 and 6 months (12.10±5.20, 7.93±2.98) were lower than those of the control group(18.13±7.28, 15.77±5.52) (both P<0.05), and the scores of both groups at the end of the intervention, 3 months after the intervention, and 6 months after the intervention were lower than that before intervention (all P<0.05).2.Comparison of social cognitive function: (1)There were significant time and group interaction effect of ITS score and SES score( F=5.871, 6.594, both P<0.01).Inter group comparison showed that the ITS score(78.97±7.63, 83.03±7.42) and the SES score(28.00±4.00, 30.30±3.21) of intervention group at 3 months and 6 months after intervention were all higher than those of control group(ITS: (71.70±12.29, 73.90±12.79); SES: (24.37±5.08, 25.80±4.10)(all P<0.05).Intra group comparison showed that the ITS and the SES scores of the intervention group at 3 months and 6 months after intervention were all higher than before intervention( P<0.05).The ITS score of the control group at 6 months after intervention was higher than before intervention( P<0.05).The SES scores of the control group at three time points after intervention were all higher than those before intervention(all P<0.05).(2)Comparison of ACSQ scores: There were significant time and group interaction effects for the scores of academic stability, academic specificity, interpersonal introversion and extroversion, and interpersonal stability, interpersonal specificity( F=5.414, 9.294, 3.440, 8.231, 10.669, all P<0.05). Inter group comparison showed that the academic stability, academic specificity, interpersonal stability, and interpersonal specificity scores of the intervention group were lower than those of the control group at 3 and 6 months after intervention (all P<0.05).Intra group comparison showed that the academic stability, academic specificity, interpersonal introversion and extroversion, interpersonal stability, and interpersonal specificity scores of the intervention group at 3 months and 6 months after the intervention were lower than those before the intervention (all P<0.05).After 3 and 6 months of intervention, the academic stability, academic specificity, interpersonal introversion and extroversion, interpersonal stability, and interpersonal specificity scores of the control group were all lower than those before intervention (all P<0.05). Conclusion:IPT-G can not only alleviate depressive symtoms, but also improve social cognitive function.
