Smartphone addiction intervention through sports combining with group psychological training among college students
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摘要:
目的 探讨运动结合团体心理辅导对智能手机成瘾大学生心理渴求、成瘾程度及共患抑郁、焦虑程度的干预效果，为改善大学生智能手机成瘾问题提供科学、有效、可行的路径。 方法 采用分层随机整群抽样方法选取信阳职业技术学院1 678名大一和大二学生，将其中148名智能手机成瘾者随机分为3组(运动组49名、团体心理辅导组50名、运动+团体辅导组49名)。采用大学生智能手机成瘾量表(Smartphone Addiction Scvale, SAS-C)评价成瘾程度；视觉模拟评分法(Visual Analogue Scale, VAS)评定心理渴求程度；汉密尔顿抑郁量表(Hamilton Depression Scale, HAMD)、汉密尔顿焦虑量表(Hamilton Anxiety Scale, HAMA)评价焦虑、抑郁程度。所有量表均分别于干预前、干预后、干预后3个月各评定1次。 结果 干预后、干预后3个月与干预前比较，3组对象的SAS-C、VAS、HAMD、HAMA得分均随着时间的延长呈降低趋势(F值分别为36.05，38.54，37.27，39.27，P值均 < 0.01)，相同时间点的评分均为运动+团体辅导组最低，团体辅导组次之，运动组最高(F值分别为34.33，32.36，32.34，34.96，P值均 < 0.01)。3组对象在干预3个月后仍有抑郁和焦虑症状。 结论 运动、团体心理辅导、运动+团体辅导均可不同程度地抑制智能手机成瘾者心理渴求和成瘾及共患抑郁、焦虑程度，运动+团体辅导组抑制效果最好，团体辅导组次之，运动组较差。 Abstract:Objective To explore the intervention effect of sports combined with group psychological counseling on the psychological craving, addiction sererity, as well as comorbid depression with anxiety severity of college students with smartphone addiction. Methods Totally 148 smart-phone addicts were randomly divided into 3 groups(sports group 49 students, group psychological counseling group 50 students, sports group counseling group 49 students). Smartphone addiction was evaluated by using the University Student Smartphone Addiction Scale(SAS-C); the degree of mental hunger was assessed by the Visual Analog Scale(VAS); the Hamilton Depression Scale(HAMD) and the Hamilton Anxiety Scale(HAMA) were used to evaluate the degree of anxiety and depression. All scales were evaluated before intervention, after intervention and 3 months after the intervention. Results The SAS-C, VAS, HAMD, HAMA scores of the three groups decreased with time(F=36.05, 38.54, 37.27, 39.27, P < 0.01), and the scores were the lowest in the sports group counseling group, SAS-C, VAS, HAMD, HAMA followed by the group counseling group and the highest in the sports group(F=34.33, 32.36, 32.34, 34.96, P < 0.01). Howevey, all the 3 groups still had depression and anxiety symptoms after 3 months of intervention. Conclusion Sports, group psychological counseling, sports combined with group counseling can all differentially help decreasing the psychological cravings and addiction levels of smartphone addicts and severity of depression and anxiety with the latter shows the highest effectiveness, followed by the group counseling and sports intervention alone. -
Key words:
- Group processes /
- Motor activity /
- Cellular phone /
- Behavior, addictive /
- Mental health /
- Intervention studies /
- Students
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表 1 运动锻炼干预计划
Table 1. Exercise intervention program
阶段 运动目标 运动形式 1 激发学生运动兴趣；促进学生之间的交流并与干预者建立良好的友谊，为养成运动习惯奠定基础 体育游戏、慢跑 2 培养学生的兴趣爱好和专项技能；帮助学生树立自信，为下一步提高学生的自主运动水平和社会交往能力奠定基础 自主选择篮球、足球、乒乓球等球类运动 3 学生对整个活动过程进行自我规划与管理；提高学生的组织和社会交往能力 体育游戏和篮球/足球/乒乓球穿叉进行 
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表 2 团体心理辅导方案
Table 2. Group psychological counselling programmes
阶段 次数 主题 活动目标 活动内容 团体创建 1 认识你我他 初次相识；建立契约；产生兴趣；建立团体规范 自我介绍：给自己画像；同伴相互认识；讨论契约与目标；签订契约 2 挑战信任 加深了解，成员之间彼此熟悉；加强成员间信任；介绍互联网和网络成瘾 写出网络使用对自己的益处；写出自己希望得到但网络没有给予的东西；讨论互联网和网络成瘾；角色扮演(我的一天) 认识自我、肯定自我 3 我的成功故事 学生认识到并欣赏自己的优点，同时接受自己的不足；学习如何提升自我，在与他人的交往中获得自信；超越自己的心理障碍，敢于向别人敞开心扉 优点狂袭；做一个受欢迎的人；讨论、总结、反思 4 情绪理解 理解普通人和自身情绪的规律；探索适合自己的情绪控制的方法 讲解情绪和表情知识；讨论情绪控制方法；角色扮演(小天的欢喜和愤怒) 积极干预 5 宽容 培养大学生网络成瘾者积极心理品质；提高自身的人际交往能力与社会适应能力 讲自己亲历的故事；讨论合理的处理方法；角色扮演 6~9 交流、协助、积极、坚持 结束阶段 10 祝福你我他 整理所学到的经验；处理成员离别情绪 分享学习心得；展望未来；互赠纪念品；照相留念
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表 3 3组对象在干预前、干预后及干预后3个月各量表得分比较(x±s)
Table 3. Comparison of smartphone addiction scale scores of 3 groups before, after and after intervention 3 months(x±s)
组别 干预前后 人数 SAS-C VAS积分 HAMD HAMA 运动组 干预前 49 3.81±1.67 8.12±1.45 14.62±1.76 16.11±1.32 干预后 49 3.18±1.34 4.67±1.59 11.80±1.43 13.03±1.23 干预后3个月 49 2.23±0.99 3.76±1.64 9.60±1.21 9.89±1.54 团体辅导组 干预前 50 3.62±1.71 7.86±1.71 15.11±1.53 15.98±1.56 干预后 50 3.11±1.05 4.51±1.73 11.10±1.28 12.12±1.25 干预后3个月 50 2.15±0.78 3.61±1.69 9.20±1.14 9.21±1.37 运动+团体辅导组 干预前 49 3.73±1.69 8.32±1.52 15.34±1.28 15.73±1.98 干预后 49 2.29±1.06 3.82±1.68 9.90±1.65 10.13±1.43 干预后3个月 49 1.38±0.46 2.25±1.58 8.10±1.09 7.99±1.52
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