摘要:
探讨接纳承诺疗法对高中生心理健康水平的干预效果,为丰富高中生心理健康的干预方法提供参考.方法 2017年10-11月,采用12项一般健康问卷(General Health Questionnaire-12,GHQ-12)和抑郁-焦虑-应激自评量表简版(Depression Anxiety and Stress Scale-21,DASS-21)对从南昌某中学整群抽取的543名高中生进行问卷调查,根据纳入与排除标准筛选出20名高中生随机分配至干预组(10名)与对照组(10名),干预组接受每周1次(每次约1.5 h)共持续8周的接纳承诺疗法团体干预,对照组不作处理.采用接纳与行动问卷第2版(Acceptance and Action Questionnaire-2nd Edition,AAQ-II)、认知融合分问卷(Cognitive Fusion Questionnaire-Fusion,CFQ-F)、生活满意感量表(Satisfaction With Life Scale,SWLS)、积极情绪量表(Positive Affect Scale,PAS)、GHQ-12和DASS-21对两组进行前测和后测.结果 干预后,干预组AAQ-II,CFQ-F,GHQ-12,DASS-21的后测得分均低于前测(t值分别为2.91,2.47,4.91,4.42,P值均<0.05),PAS的后测得分高于前测(t=-5.27,P<0.01),对照组以上量表前后测得分差异均无统计学意义(t值分别为-1.25,-0.09,-0.16,-0.69,-0.81,P值均>0.05).干预后,干预组的有症状但满足者全部改善为完全健康者,2名困扰者分别改善为健康者和有症状但满足者;对照组的8名有症状但满足者中4名发展为健康者、3名恶化为困扰者、1名维持为有症状但满足状态不变,2名困扰者没有得到改善.结论 接纳承诺疗法能有效提升高中生的心理灵活性和积极情绪、缓解一般心理困扰和负性情绪,促进心理健康水平的提高.
Abstract:
Objective Based on the dual-factor model of mental health, this study aims to explore the effects of acceptance and commitment therapy on the mental health of high school students. Methods During Oct. to Nov. 2017, General Health Questionnaire-12 (GHQ-12) and Depression Anxiety and Stress Scale-21 (DASS-21) was administered among 543 high school students from a middle school in Nanchang. According to the inclusion and exclusion criteria, 20 high school students were screened and were randomly assigned to the intervention group and control group, respectively. The intervention group received one intervention (1.5 h) per week for 8 weeks. The control group did not receive the intervention. Pre-and post-intervention assessment were conducted using the Acceptance and Action Questionnaire-2 nd Edition (AAQ-II), the Cognitive Fusion Questionnaire-Fusion (CFQ-F), the Satisfaction With Life Scale (SWLS), the Positive Affect Scale (PAS), the GHQ-12, and the DASS-21.Results After intervention, the post-test scores of AAQ-II, CFQ-F, GHQ-12, and DASS-21 in the intervention group significantly decreased (t=2.91, 2.47, 4.91, 4.42, P<0.05) and the post-test score on PAS significantly increased (t=-5.27, P<0.01). There were no statistical changes in AAQ-II, CFQ-F, GHQ-12, and DASS-21 scores in the control group after intervention (t=-1.25,-0.09,-0.61,-0.69,-0.81, P>0.05). Conclusion Acceptance and commitment therapy can effectively improve the psychological flexibility and positive emotions, as well as alleviate general psychological distress and negative emotions, and promote the improvement of mental health of high school students.
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