Anxiety and depression are common, disabling and frequently start in youth, underscoring the need for effective, accessible early interventions. Empirical data and consultations with lived experience youth representatives suggest that maladaptive cognitive patterns contribute to and maintain anxiety and depression in daily life. Promoting adaptive cognitive patterns could therefore reflect “active ingredients” in the treatment and/or prevention of youth anxiety and depression. Here, we described and compared different therapeutic techniques that equipped young people with a more flexible capacity to use attention and/or promoted a tendency to positive/benign (over threatening/negative) interpretations of uncertain situations. We searched electronic databases (PubMed, PsycINFO, EMBASE, and PsycARTICLES) for studies containing words relating to: intervention; youth; anxiety and/or depression and attention and/or interpretation, and selected studies which sought to reduce self-reported anxiety/depression in youth by explicitly altering attention and/or interpretation patterns. Ten young people with lived experiences of anxiety and depression and from diverse backgrounds were consulted on the relevance of these strategies in managing emotions in their daily lives and also whether there were additional strategies that could be targeted to promote adaptive thinking styles. Two sets of techniques, each targeting different levels of responding with different strengths and weaknesses were identified. Cognitive bias modification training (CBM) tasks were largely able to alter attention and interpretation biases but the effects of training on clinical symptoms was more mixed. In contrast, guided instructions that teach young people to regulate their attention or to evaluate alternative explanations of personally-salient events, reduced symptoms but there was little experimental data establishing the intervention mechanism. Lived experience representatives suggested that strategies such as deliberately recalling positive past experiences or positive aspects of oneself to counteract negative thinking. CBM techniques target clear hypothesised mechanisms but require further co-design with young people to make them more engaging and augment their clinical effects. Guided instructions benefit from being embedded in clinical interventions, but lack empirical data to support their intervention mechanism, underscoring the need for more experimental work. Feedback from young people suggest that combining complimentary techniques within multi-pronged “toolboxes” to develop resilient thinking patterns in youth is empowering.

中文翻译：

---

促进有益的关注和解释模式以减少年轻人的焦虑和抑郁：将科学数据与年轻人的生活经验编织在一起

焦虑和抑郁是常见的、致残的，并且经常发生在青年时期，这突显了有效、可及的早期干预措施的必要性。经验数据和与生活经验青年代表的协商表明，适应不良的认知模式会导致并维持日常生活中的焦虑和抑郁。因此，促进适应性认知模式可以反映治疗和/或预防青少年焦虑和抑郁的“活性成分”。在这里，我们描述并比较了不同的治疗技术，这些技术使年轻人能够更灵活地使用注意力和/或促进对不确定情况的积极/良性（过度威胁/消极）解释的倾向。我们在电子数据库（PubMed、PsycINFO、EMBASE 和 PsycARTICLES）中搜索了包含以下相关词语的研究：干涉; 青年; 焦虑和/或抑郁以及注意力和/或解释，以及一些旨在通过明确改变注意力和/或解释模式来减少青年自我报告的焦虑/抑郁的研究。就这些策略在管理日常生活中的情绪方面的相关性以及是否有其他策略可以针对促进适应性思维方式的问题，咨询了 10 名有着焦虑和抑郁生活经历且来自不同背景的年轻人。确定了两组技术，每组技术针对不同级别的响应，具有不同的优势和劣势。认知偏差修正训练 (CBM) 任务在很大程度上能够改变注意力和解释偏差，但训练对临床症状的影响更为复杂。相比之下，指导年轻人调节他们的注意力或评估个人显着事件的替代解释，减轻了症状，但几乎没有实验数据建立干预机制。生活经历代表建议采取诸如有意回忆过去积极经历或自己积极方面等策略来抵消消极思想。CBM 技术针对明确的假设机制，但需要与年轻人进一步共同设计，以提高他们的参与度并增强其临床效果。指导说明受益于嵌入临床干预，但缺乏经验数据来支持其干预机制，强调需要更多的实验工作。