心理灵活性训练对提高初中生生涯适应力效果评价

刘子荻; 白晓宇; 张烨; 吴梦雪; 刘颖慧; 祝卓宏; 李梅; 李新影

doi:10.16835/j.cnki.1000-9817.2021.03.020

心理灵活性训练对提高初中生生涯适应力效果评价

doi: 10.16835/j.cnki.1000-9817.2021.03.020

刘子荻¹,
白晓宇¹,
张烨^{1, 2},
吴梦雪¹,
刘颖慧^{1, 3},
祝卓宏¹,
李梅³,
李新影^1, ,

1.
中国科学院心理健康重点实验室(中国科学院心理研究所)/中国科学院大学心理学系，北京 100101
2.
首都师范大学心理学系
3.
北京市中关村中学知春分校

基金项目:

北京市海淀区教育科学“十三五”规划重点课题项目 HDGH20190166

详细信息

作者简介:
刘子荻(1964-)，女，北京市人，硕士，主要研究方向为青少年心理健康教育

通讯作者:
李新影，E-mail：lixy@psych.ac.cn

中图分类号: G 444 B 844.2
计量
- 文章访问数: 1140
- HTML全文浏览量: 523
- PDF下载量: 132
- 被引次数: 0
出版历程
- 收稿日期: 2020-10-25
- 修回日期: 2020-12-01
- 网络出版日期: 2021-04-20
- 刊出日期: 2021-03-25

Psychological flexibility training for career adaptability improvement among second-year middle-school students

LIU Zidi¹,
BAI Xiaoyu¹,
ZHANG Ye^{1, 2},
WU Mengxue¹,
LIU Yinhui^{1, 3},
ZHU Zhuohong¹,
LI Mei³,
LI Xinying^{1
, ,}

1.
Institute of Psychology, Chinese Academy of Sciences (Key Laboratory of Mental Health, Chinese Academy of Sciences)/Department of Psychology, University of Chinese Academy of Sciences, Beijing(100101), China

摘要

摘要: 目的检验基于接纳承诺疗法青少年心理灵活性模型(DNA-V)的心理课程训练对中学生心理灵活性和提高生涯适应力的效果，为服务中学生心理健康提供参考方案。方法与北京某中学合作招募初二学生110名，以班级为单位随机分为DNA-V面授组(线下组，33名)、DNA-V网络组(线上组，40名)、学校常规心理组(对照组，37名)，将DNA-V的干预方案本土化为6个学时的中学DNA-V心理课程。采用青少年回避与融合问卷和生涯适应力量表在干预前、干预后1周、干预后2个月测评被试的心理灵活性、生涯适应力变化。结果采用线性混合模型进行分析，并控制了人口学变量后，线下组的心理灵活性和生涯适应力在干预后1周和干预后2个月的水平均高于干预前(心理灵活性t值分别为4.22，3.11；生涯适应力t值分别为3.05，4.16，P值均 < 0.01)，而干预后1周与干预后2个月之间差异无统计学意义。线上组的心理灵活性和生涯适应力在干预前、干预后1周、干预后2个月的水平差异均无统计学意义。对照组的心理灵活性和生涯适应力从干预前到干预后1周均有提升(t值分别为4.64，2.47，P值均 < 0.05)，但干预后2个月又降回与干预前接近的水平。结论 DNA-V面授心理课程对心理灵活性和生涯适应力的提升作用都具有至少2个月的长时程保持效果。
- 精神卫生 /
- 适应，心理学 /
- 模型，统计学 /
- 干预性研究 /
- 学生
Abstract: Objective To test the effectiveness of psychological flexibility training on career adaptability among middle school students who undertook psychological courses based on acceptance commitment therapy and the adolescent mental flexibility model(DNA-V), and to provide a reference plan to improve the mental health of middle school students. Methods This study recruited 110 junior high school students (60 boys and 50 girls) from a middle-school in Beijing. The students were randomly divided by class into a DNA-V face-to-face course group(offline group n=33), a DNA-V online course group(online group n=40), and a regular school psychology course group(control group n=37). Louise Hayes' DNA-V intervention program was condensed into a six-hour middle-school DNA-V psychology curriculum. Using the Avoidance and Fusion Questionnaire for Youth and the Career Adaptability Scale, changes in psychological flexibility and career adaptability were measured before(T1), one week after(T2), and two months after (T3) the intervention. Results Linear mixed models were used for the analysis, while controlling for demographic variables. Psychological flexibility and career adaptability in the offline group were higher at T2 and T3 than at T1(psychological flexibility t=4.22, 3.11; career adaptablity t=3.05, 4.16, P < 0.01), while the difference between T2 and T3 was not statistically significant. The psychological flexibility and career adaptability of the online group were not statistically significant at T1, T2, and T3. The psychological flexibility and career adaptability of the control group increased from T1 to T2(t=4.64, 2.47, P < 0.05), but T3 decreased back to a level close to T1. Conclusion In terms of both psychological flexibility and career adaptability, the DNA-V face-to-face psychology course resulted in a retention period of at least two months.
- Mental health /
- Adaptation, psychological /
- Models, statistical /
- Intervention studies /
- Students

HTML全文

表 1 心理灵活性训练课程内容

Table 1. Content of the training course on psychological flexibility

组别	第一课	第二课	第三课	第四课	第五课	第六课
对照组	成长之路：引入、视频短片、讨论、总结	情感从爱说起：引入、视频短片、讨论、总结	发现优势迈向目标：引入、视频短片、讨论、总结	积极心理品质：引入、视频短片、讨论、总结	成长路上做自己的英雄：引入、视频短片、讨论、总结	解读生命：引入、视频短片、讨论、总结
线下组	认识DNA-V：团队建立、DNA-V介绍、“生命游戏”、小结与反馈	建议者：介绍建议者、“幸存者游戏”、我的建议者、小结与反馈	观察者：认识观察者、正常化、A-N-D、允许、小结与反馈	探索者：认识探索者、发现优势、探索者如何行动、小结与反馈	价值：认识价值、寻找我的价值、人生自画像、小结与反馈	健康灵活的自我视角：回顾、灵活的自我视角、玩转DNA-V、课程总结
线上组	初识DNA-V：序章、约定、初识、生命游戏、疯狂书写、小结	建议者：过去的记忆、幸存者游戏、静观头脑、文件夹游戏、小结	观察者：过去的记忆、情绪小人、A-N-D游戏、心灵阅读、小结	探索者：过去的记忆、探索者学习、优势卡片、行动指南、小结	价值：过去的记忆、价值是什么、澄清游戏、人生幻游、小结	幸福的秘密：过去的记忆、标签、再识DNA-V、幸福六秘、小结

下载: 导出CSV

表 2 不同测量时间在未加入控制变量下各课程干预对心理灵活性和生涯适应力的影响[x (x 95%CI)]

Table 2. Influence of different course intervention conditions on psychological flexibility and career adaptability without control variables[x (x 95%CI)]

测量时间	心理灵活性			生涯适应力
测量时间	线下组(n=33)	线上组(n=40)	对照组(n=37)	线下组(n=33)	线上组(n=40)	对照组(n=37)
T1	3.22(2.95~3.50)	3.24(2.99~3.49)	3.23(2.97~3.49)	3.52(3.32~3.73)	3.60(3.42~3.79)	3.57(3.37~3.76)
T2	3.78(3.51~4.06)	3.38(3.13~3.62)	3.81(3.55~4.07)	3.80(3.59~4.00)	3.77(3.59~3.96)	3.78(3.59~3.97)
T3	3.64(3.36~3.91)	3.33(3.08~3.58)	3.34(3.09~3.60)	3.90(3.70~4.10)	3.78(3.60~3.97)	3.69(3.50~3.88)
x_T2-x_T1	0.56^**	0.14	0.58^**	0.28^**	0.17	0.21^*
x_T3-x_T1	0.41^**	0.09	0.11	0.38^**	0.18	0.12
x_T3-x_T2	-0.15	-0.05	-0.47^**	0.10	0.01	-0.09
注：P < 0.05，*P < 0.01。

下载: 导出CSV

表 3 不同测量时间在控制人口学变量后各课程干预对心理灵活性和生涯适应力的影响[x (x 95%CI)]

Table 3. Effects of different course intervention conditions on psychological flexibility and career adaptability after controlling demographic variables[x (x 95%CI)]

测量时间	心理灵活性			生涯适应力
测量时间	线下组(n=33)	线上组(n=40)	对照组(n=37)	线下组(n=33)	线上组(n=40)	对照组(n=37)
T1	3.21(2.93~3.48)	3.20(2.94~3.45)	3.20(2.94~3.46)	3.55(3.34~3.76)	3.62(3.43~3.81)	3.58(3.38~3.77)
T2	3.77(3.49~4.05)	3.33(3.08~3.59)	3.78(3.52~4.04)	3.82(3.61~4.04)	3.79(3.60~3.98)	3.79(3.59~3.99)
T3	3.62(3.34~3.90)	3.29(3.03~3.54)	3.32(3.06~3.57)	3.93(3.72~4.14)	3.80(3.61~3.99)	3.70(3.50~3.90)
x_T2-x_T1	0.56^**	0.14	0.58^**	0.28^**	0.17	0.21^*
x_T3-x_T1	0.41^**	0.09	0.11	0.38^**	0.18	0.12
x_T3-x_T2	-0.15	-0.05	-0.47^**	0.10	0.01	-0.09
注：P < 0.05，*P < 0.01。

下载: 导出CSV

参考文献(24)

[1]	SAVICKAS M L. Career adaptability: an integrative construct for life-span, life-space theory[J]. Career Dev Q, 1997, 45(3): 247-259. doi: 10.1002/j.2161-0045.1997.tb00469.x
[2]	BARNETT E, SPRUIJT-METZ D, UNGER J B, et al. Bidirectional associations between future time perspective and substance use among continuation high-school students[J]. Subst Use Misus, 2013, 48(8): 574-580. http://europepmc.org/articles/PMC4181553
[3]	纪化振, 赵小云. 生涯适应力视角下留守儿童的生涯发展现状与辅导策略[J]. 成都师范学院学报, 2020, 36(4): 50-55. https://www.cnki.com.cn/Article/CJFDTOTAL-SJXB202004008.htm JI H Z, ZHAO X Y. The current situation of left-behind children's career development and counseling strategies from the perspective of career adaptability[J]. J Chengdu Norm Univ, 2020, 36(4): 50-55. https://www.cnki.com.cn/Article/CJFDTOTAL-SJXB202004008.htm
[4]	SKORIKOV V B, VONDRACEK F W. Positive career orientation as an inhibitor of adolescent problem behavior[J]. J Adolesc, 2007, 30(1): 131-146. doi: 10.1016/j.adolescence.2006.02.004
[5]	GERMEIJS V, VERSCHUEREN K. High school students' career decision-making process: consequences for choice implementation in higher education[J]. J Vocat Behav, 2007, 70: 223-241. DOI: 10.1016/j.jvb.2006.10.004.
[6]	NEGRU-SUBTIRICA O, POP E I. Longitudinal links between career adaptability and academic achievement in adolescence[J]. J Vocat Behav, 2016, 93: 163-170. DOI: 10.1016/j.jvb.2016.02.006.
[7]	HIRSCHI A. Career adaptability development in adolescence: multiple predictors and effect on sense of power and life satisfaction[J]. J Vocat Behav, 2009, 74(2): 145-155. doi: 10.1016/j.jvb.2009.01.002
[8]	SAVICKAS M L. The theory and practice of career construction[M]//BROWN S D, LENT R W. Career development and counseling: putting theory and research to work. Hoboken, NJ: Wiley, 2005: 42-70.
[9]	梁明辉, 张黎. 大学生生涯适应力的测量与分析[J]. 中国农村卫生事业管理, 2016, 36(3): 368-370. https://www.cnki.com.cn/Article/CJFDTOTAL-ZNWS201603033.htm LIANG M H, ZHANG L. Measurement and analysis of college students' Career adaptability[J]. Chin Rural Health Serv Adm, 2016, 36(3): 368-370. https://www.cnki.com.cn/Article/CJFDTOTAL-ZNWS201603033.htm
[10]	田梅, 李秋月, 邹明明, 等. 高二学生生涯适应力群体类型分析[J]. 山东师范大学学报(自然科学版), 2018, 33(3): 344-350. doi: 10.3969/j.issn.1001-4748.2018.03.014 TIAN M, LI Q Y, ZOU M M, et al. High school juniors career adaptability group type analysis[J]. J Shandong Norm Univ(Nat Sci), 2018, 33(3): 344-350. doi: 10.3969/j.issn.1001-4748.2018.03.014
[11]	HAYES L, CIARROCHI J. The thriving adolescent: using acceptance and commitment therapy and positive psychology to help young people manage emotions, achieve goals, and build positive relationships[M]. Oakland, CA: New Harbinger Publications, 2015: 13-98.
[12]	BOND F W, HAYES S C, BARNES-HOLMES D. Psychological flexibility, ACT, and organizational behavior[J]. J Organ Behav Manag, 2006, 26(1/2): 25-54.
[13]	陈盈, 胡茂荣, 赖雄, 等. 接纳承诺疗法对高中生心理健康的影响[J]. 中国学校卫生, 2019, 40(4): 550-554. doi: 10.16835/j.cnki.1000-9817.2019.04.020 CHEN Y, HU M R, LAI X, et al. Effects of acceptance and commitment therapy on mental health of high school students: based on the dual-factor model of mental health[J]. Chin J Sch Health, 2019, 40(4): 550-554. doi: 10.16835/j.cnki.1000-9817.2019.04.020
[14]	林敏, 洪超. 接纳承诺疗法和音乐治疗结合团体辅导对贫困大学生自尊干预效果评价[J]. 中国学校卫生, 2020, 41(1): 73-77. doi: 10.16835/j.cnki.1000-9817.2020.01.020 LIN M, HONG C. Intervention effect of group counseling on the self-esteem of impoverished undergraduates: a therapy based on acceptance and commitment therapy and music therapy[J]. Chin J Sch Health, 2020, 41(1): 73-77. doi: 10.16835/j.cnki.1000-9817.2020.01.020
[15]	赵颖. 青少年心理灵活性问卷中文版信效度分析及其相关因素研究[D]. 北京: 中国科学院大学, 2018. ZHAO Y. Analysis of reliability and validity of Chinese version of adolescents' psychological flexibility questionnaire and related factors analysis[D]. Beijing: University of Chinese Academy of Sciences, 2018.
[16]	KASHDAN, TODD B, ROTTENBERG, JONATHAN. Psychological flexibility as a fundamental aspect of health[J]. Clin Psychol Rev, 2010, 30(7): 865-878. http://www.ncbi.nlm.nih.gov/pubmed/21151705/
[17]	ANNE P. Reducing stress and enhancing academic buoyancy among adolescents using a brief web-based program based on acceptance and commitment therapy: a randomized controlled trial[J]. J Youth Adolesc, 2019, 2(48): 287-305. doi: 10.1007/s10964-018-0973-8
[18]	陈燕红, 赵颖, 段艳梅, 等. 青少年回避与融合问卷(简版)的信效度分析[J]. 中国临床心理学杂志, 2019, 27(6): 1192-1195. https://www.cnki.com.cn/Article/CJFDTOTAL-ZLCY201906024.htm CHEN Y H, ZHAO Y, DUAN Y M, et al. Validity and reliability of the Chinese Version of the Avoidance and Fusion Questionnaire for Youth(AFQ-Y8)[J]. Chin J Clin Psychol, 2019, 27(6): 1192-1195. https://www.cnki.com.cn/Article/CJFDTOTAL-ZLCY201906024.htm
[19]	HOU Z J, LEUNG S A, LI X, et al. Career Adapt-Abilities Scale: China form: construction and initial validation[J]. J Vocat Behav, 2012, 80(3): 686-691. http://www.sciencedirect.com/science/article/pii/S0001879112000085
[20]	林崇德, 愈国良. 《中小学心理健康教育指导纲要(2012年修订)解读》[M]. 北京: 北京师范大学出版社, 2013. LIN C D, YU G L. Interpretation of the Health Education in Primary and Secondary Schools(revised in 2012)[M]. Beijing: Beijing Normal University Publishing House, 2013.
[21]	代亚丽, 姜元方, 孙晓莉. 基于Delphi法的成人护理本科课程设置[J]. 护理医学杂志, 2012, 27(15): 63-65. https://www.cnki.com.cn/Article/CJFDTOTAL-HLXZ201215034.htm DAI Y L, JIANG Y F, SUN X L. Curricula setting for part-time Bachelor of Nursing Science program based on Delphi process[J]. J Nurs Sci, 2012, 27(15): 63-65. https://www.cnki.com.cn/Article/CJFDTOTAL-HLXZ201215034.htm
[22]	HALBESLEBEN J R B, OSBURN H K, MUMFORD M D. Action research as a burnout intervention: reducing burnout in the federal fire service[J]. Appl Behav Sci, 2006, 42(2): 244-266. http://www.researchgate.net/publication/250959685_Action_Research_as_a_Burnout_InterventionReducing_Burnout_in_the_Federal_Fire_Service
[23]	赵文, 周雅, 刘翔平, 等. 接受与承诺疗法干预抑郁的效果追踪[J]. 中国临床心理学杂志, 2013, 21(1): 153-157. https://www.cnki.com.cn/Article/CJFDTOTAL-ZLCY201301041.htm ZHAO W, ZHOU Y, LIU X P, et al. Effectiveness of acceptance and commitment therapy on depression[J]. Chin J Clin Psychol, 2013, 21(1): 153-169. https://www.cnki.com.cn/Article/CJFDTOTAL-ZLCY201301041.htm
[24]	JOSEPH C, PAUL W B, HAYES L, et al. Contextual positive psychology: policy recommendations for implementing positive psychology into schools[J]. Front Psychol, 2016, 68(7): 1-16. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5056194/