Effectiveness of Cognitive-Behavioral Therapy on Depressive Symptomatology, Stress and Coping Strategies among Jordanian University Students

Department of Community Health Nursing, Faculty & Nursing, University of Jordan, Amman, Jordan.
Issues in Mental Health Nursing 04/2009; 30(3):188-96. DOI: 10.1080/01612840802694577
Source: PubMed


The study examined the effectiveness of cognitive behavioral therapy (CBT) with university students suffering from moderate to severe depressive symptoms in Jordan. Eighty-four university students were recruited and assigned randomly to control and intervention groups. Intervention impact was assessed on measures of depressive symptoms, perceived stress, and coping strategies at three time points; baseline, postintervention, and 3-months postintervention. The interventional model used was the Modified Teaching Kids to Cope (MTKC), and the control group received no treatment. Overall, using CBT showed a significant improvement in the outcome measures. At postintervention, students had lower scores on perceived stress, lower depressive symptoms, less use of avoidance coping strategies, and more use of approach coping strategies. The findings are discussed in terms of treatment implications and recommendations for use at academic and health care settings.

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Available from: Ayman Hamdan Mansour, Mar 15, 2015
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    • "Information about the process and nature of the adaptations was obtained from the trial papers, their linked papers (n = 9) (Andrew et al. 2000; Miranda et al. 2003a; Verdeli et al. 2003; Beeber et al. 2007; Rahman, 2007; Chatterjee et al. 2008; Grote et al. 2008; Wong, 2008a; Chaudhry et al. 2009) and the questionnaires completed by authors (n = 10). Out of 20 included studies, four were cluster RCTs (Bolton et al. 2003; Rahman et al. 2008; Gater et al. 2010; Patel et al. 2011), 14 individually RCTs (Comas-Diaz, 1981; Araya et al. 2003; Miranda et al. 2003b; Patel et al. 2003; Crespo, 2006; Rojas et al. 2007; Wong, 2008b; Grote et al. 2009; Hamdan-Mansour et al. 2009; Afuwape et al. 2010; Beeber et al. 2010; Ell et al. 2010; Dwight-Johnson et al. 2011; Naeem et al. 2011) and two non-RCTs (Dai et al. 1999; Kohn et al. 2002). Risk of bias of included studies is presented in Appendix 2 online. "
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    ABSTRACT: Cultural adaptations of evidence-based psychological treatments (PTs) are important to enhance their universal applicability. The aim of this study was to review systematically the literature on adaptations of PTs for depressive disorders for ethnic minorities in Western countries and for any population in non-Western countries to describe the process, extent and nature of the adaptations and the effectiveness of the adapted treatments. Method Controlled trials were identified using database searches, key informants, previous reviews and reference lists. Data on the process and details of the adaptations were analyzed using qualitative methods and meta-analysis was used to assess treatment effectiveness. Twenty studies were included in this review, of which 16 were included in the meta-analysis. The process of adaptation was reported in two-thirds of the studies. Most adaptations were found in the dimensions of language, context and therapist delivering the treatment. The meta-analysis revealed a statistically significant benefit in favor of the adapted treatment [standardized mean difference (SMD) -0.72, 95% confidence interval (CI) -0.94 to -0.49]. Cultural adaptations of PTs follow a systematic procedure and lead primarily to adaptations in the implementation of the treatments rather than their content. Such PTs are effective in the treatment of depressive disorders in populations other than those for whom they were originally developed.
    Psychological Medicine 07/2013; 44(6):1-16. DOI:10.1017/S0033291713001785 · 5.94 Impact Factor
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    • "This study indicates that a brief CBGT with four sessions, delivered by advanced practice psychiatric nurses, is effective in reducing mild to moderate psychological distress among Icelandic female university students. These findings provide evidence to support previous findings by other studies (Deckro et al., 2002; Hamdan-Mansour et al., 2009; Peden et al., 2000), although our results indicate that fewer sessions suffice to achieve a significant reduction in symptoms of depression and anxiety among female students. The interaction effect between groups showing a decline of symptoms for the intervention group and a rise in the control group may be related to the timing of the intervention, as stress and strain of the academic year are most pronounced toward the end of semester. "
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    ABSTRACT: A study of a brief cognitive behavioral group therapy intervention for psychologically distressed Icelandic female university students was conducted using a pre-post test quasi-experimental design with intervention and control group conditions. Students were randomly allocated to control and intervention group conditions (n = 30). The intervention group received four sessions of cognitive behavioral group therapy, delivered by two advanced practice psychiatric nurses. Assessment of distress included self-reported depression and anxiety symptoms. Students in the intervention group experienced significantly lower levels of depression and anxiety symptoms compared to the control group post-test providing preliminary evidence concerning intervention effectiveness for Icelandic students.
    Issues in Mental Health Nursing 07/2013; 34(7):497-504. DOI:10.3109/01612840.2013.773473
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    • "They may have difficulties in sufficiently regulating their time-use, their study environment or the amount of work they pour into their tasks. Cognitive-behavioural therapy resulted in a significant improvement in perceived stress, depressive symptoms, reduced use of avoidance coping strategies, and more use of approach coping strategies among university students (Hamdan-Mansour, Puskar & Bandak, 2009). "
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    ABSTRACT: The aims of this study were to assess whether a course of cognitive group therapy could help depressed students and to assess whether assimilation analysis offers a useful way of analysing students' progress through therapy. "Johanna" was a patient in a group that was designed for depressive students who had difficulties with their studies. The assimilation of Johanna's problematic experience progressed as the meetings continued from level one (unpleasant thoughts) to level six (solving the problem). Johanna's problematic experience manifested itself as severe and excessive criticism towards herself and her study performance. As the group meetings progressed, Johanna found a new kind of tolerance that increased her determination and assertiveness regarding the studies. The dialogical structure of Johanna's problematic experience changed: she found hope and she was more assertive after the process. The results indicated that this kind of psycho-educational group therapy was an effective method for treating depression. The assimilation analysis offered a useful way of analysing the therapy process.
    International Journal of Qualitative Studies on Health and Well-Being 09/2009; 4(3):133-44. DOI:10.1080/17482620903098206 · 0.93 Impact Factor
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