부산대학교 도서관

Yuting Yang,1,* Hao Wang,1,* Wen Sha,2 Xiaoqin Guo,3 Wei Deng,1 Jingyi Wang,1 Chaowei Fu1 1School of Public Health; NHC Key Laboratory of Health Technology Assessment, Fudan University, Shanghai, People’s Republic of China; 2Shanghai Municipal Center for Health Promotion, Shanghai, People’s Republic of China; 3Songjiang District Center for Health Promotion, Shanghai, People’s Republic of China*These authors contributed equally to this workCorrespondence: Chaowei Fu; Jingyi Wang, School of Public Health; NHC Key Laboratory of Health Technology Assessment, Fudan University, 446-2 Zhaojiabang Road, Shanghai, 200032, People’s Republic of China, Tel/Fax +86 21 3356 3933 ; +86 21 6416 9553, Email fcw@fudan.edu.cn; jingyi_wang@fudan.edu.cnPurpose: Digital interventions for adolescent mental health are emerging in high-income countries, but have faced challenges and are scarce in China. This study investigated the effect of a short video-based mental health intervention on depressive symptoms in Chinese adolescents.Methods: A three-arm cluster randomized controlled trial was conducted in four junior high schools in Shanghai from December 2020 to December 2021 with the measurement at baseline, 6 months after study entry, and 12 months. Outcomes were collected by self-completed questionnaires administered by teachers masked to allocation. The primary outcome was depressive symptoms assessed by the Depression Self-Rating Scale for Children (DSRSC). Mixed effects models were used to compare psychologist-led intervention (n=428 students) and teacher-led intervention (n=385) including six short video-based sessions to usual school provision (n=751).Results: Using intention-to-treat analyses, psychologist-led intervention showed more reduction in depressive symptoms compared to usual school provision at 6 months (coefficient − 1.00, 95% CI − 1.94 to − 0.05), but not at 12 months. Using per-protocol analyses among participants who watched at least three video episodes, both psychologist-led (− 1.14, − 2.20 to − 0.09) and teacher-led intervention (− 1.23, − 2.45 to − 0.02) reduced depressive symptoms compared to usual school provision at 6 months, and the effect of teacher-led intervention persisted at 12 months (− 1.58, − 3.13 to − 0.03). Further exploration found that compared with urban students, the between-group differences for depressive symptoms in rural students were more significant (p< 0.05 for interaction) and the effects were maintained at 12 months.Conclusion: The short video-based mental health intervention showed potential to reduce depressive symptoms among Chinese adolescents, and the effects were more significant if the minimum video viewing frequency was reached.Keywords: short video-based intervention, adolescents, mental health, depressive symptoms, randomized controlled trial