Association between timing of psychological intervention and reconstruction of worldview, life perspective, and values in adolescents with depression.
- 1School of Marxism, Lanzhou University, Lanzhou, Gansu, China.
- 2School of Marxism, Hunan College of Humanities, Science and Technology, Loudi, Hunan, China.
Abstract
Background
Timely access to structured psycho-educational intervention is crucial for cognitive-motivational recovery in adolescents with depression, a population in a critical developmental stage of consolidating core belief systems. Drawing upon the theory of educational timing, the initiation of these interventions may represent a critical window for reshaping worldview, life perspective, and values. Therefore, this study aimed to examine the association between intervention timing and the reconstruction of these existential constructs, thereby providing an empirical basis for optimizing psycho-educational strategies in adolescent depression care.Methods
This retrospective cohort study included 244 adolescents with depressive disorder treated between January 2022 and December 2024. To operationalize the concept of "optimal educational timing," the cohort was stratified based on intervention initiation: early intervention, defined as initiation of structured psycho-educational intervention within 14 days of the index clinical encounter, and delayed intervention, defined as initiation after 14 days. Outcomes were assessed using the Worldview, Life Perspective, and Values Reconstruction Questionnaire (WLVQ-22). Linear and logistic regression models were used to evaluate changes in WLVQ-22 scores and responder outcomes.Results
The cohort included 126 adolescents in the early-intervention group and 118 in the delayed-intervention group. Baseline WLVQ-22 scores were comparable between groups. After adjustment, early intervention initiation was associated with greater changes in worldview (β = 4.43, 95% confidence interval [CI]: 2.89 to 5.98; p < 0.001), life perspective (β = 3.93, 95% CI: 2.45 to 5.41; p < 0.001), and values total score (β = 2.07, 95% CI: 1.27 to 2.87; p < 0.001). Early intervention was also associated with higher odds of response for worldview (odds ratio [OR] = 2.96, 95% CI: 1.71 to 5.11), life perspective (OR = 2.51, 95% CI: 1.46 to 4.33), and values reconstruction (OR = 2.90, 95% CI: 1.37 to 6.13).Conclusions
Earlier initiation of structured psychological intervention was associated with more favorable short-term WLVQ-22-assessed reconstruction indicators in adolescents with depression. These findings highlight the need for prospective studies to further evaluate the role of intervention timing in adolescent depression care.
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BibTeX
@article{chen2026association,
title = {{Association between timing of psychological intervention and reconstruction of worldview, life perspective, and values in adolescents with depression.}},
author = {Lin Chen},
journal = {Frontiers in psychiatry},
year = {2026},
month = oct,
doi = {10.3389/fpsyt.2026.1786690},
url = {https://europepmc.org/article/MED/42898507},
note = {CC BY},
}
RIS
TY - JOUR
TI - Association between timing of psychological intervention and reconstruction of worldview, life perspective, and values in adolescents with depression.
AU - Lin Chen
PY - 2026
DA - 2026/10/05
JO - Frontiers in psychiatry
DO - 10.3389/fpsyt.2026.1786690
UR - https://europepmc.org/article/MED/42898507
AB - Background Timely access to structured psycho-educational intervention is crucial for cognitive-motivational recovery in adolescents with depression, a population in a critical developmental stage of consolidating core belief systems. Drawing upon the theory of educational timing, the initiation of these interventions may represent a critical window for reshaping worldview, life perspective, and values. Therefore, this study aimed to examine the association between intervention timing and the reconstruction of these existential constructs, thereby providing an empirical basis for optimizing psycho-educational strategies in adolescent depression care.Methods This retrospective cohort study included 244 adolescents with depressive disorder treated between January 2022 and December 2024. To operationalize the concept of "optimal educational timing," the cohort was stratified based on intervention initiation: early intervention, defined as initiation of structured psycho-educational intervention within 14 days of the index clinical encounter, and delayed intervention, defined as initiation after 14 days. Outcomes were assessed using the Worldview, Life Perspective, and Values Reconstruction Questionnaire (WLVQ-22). Linear and logistic regression models were used to evaluate changes in WLVQ-22 scores and responder outcomes.Results The cohort included 126 adolescents in the early-intervention group and 118 in the delayed-intervention group. Baseline WLVQ-22 scores were comparable between groups. After adjustment, early intervention initiation was associated with greater changes in worldview (β = 4.43, 95% confidence interval [CI]: 2.89 to 5.98; p < 0.001), life perspective (β = 3.93, 95% CI: 2.45 to 5.41; p < 0.001), and values total score (β = 2.07, 95% CI: 1.27 to 2.87; p < 0.001). Early intervention was also associated with higher odds of response for worldview (odds ratio [OR] = 2.96, 95% CI: 1.71 to 5.11), life perspective (OR = 2.51, 95% CI: 1.46 to 4.33), and values reconstruction (OR = 2.90, 95% CI: 1.37 to 6.13).Conclusions Earlier initiation of structured psychological intervention was associated with more favorable short-term WLVQ-22-assessed reconstruction indicators in adolescents with depression. These findings highlight the need for prospective studies to further evaluate the role of intervention timing in adolescent depression care.
SN - 1664-0640
ER -