正念训练对大学生睡眠和焦虑抑郁情绪的干预效果

袁昕赟; 贾淑怡; 符诗瑞; 郭巍; 彭焱

doi:10.16835/j.cnki.1000-9817.2021.11.013

正念训练对大学生睡眠和焦虑抑郁情绪的干预效果

doi: 10.16835/j.cnki.1000-9817.2021.11.013

袁昕赟¹,
贾淑怡¹,
符诗瑞¹,
郭巍¹,
彭焱^{1, 2, ,}

1.
华北理工大学心理与精神卫生学院，河北唐山 063210
2.
华北理工大学附属医院

基金项目:

华北理工大学创新创业项目基金项目 R2020061

河北省医学科学研究重点课题计划基金项目 20180744

河北省医学科学研究重点课题计划基金项目 20210103

河北省省属高校基本科研业务费项目科技基础研究项目 JQN2020011

详细信息

作者简介:
袁昕赟(2000- )，女，江西省人，在读本科

通讯作者:
彭焱，E-mail：spark510@163.com

中图分类号: G444 B844.2 G647.8
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- 被引次数: 0
出版历程
- 收稿日期: 2021-04-06
- 修回日期: 2021-07-02
- 网络出版日期: 2021-12-01
- 刊出日期: 2021-11-25

Evaluation of the effects of mindfulness training on sleep, anxiety and depression in college students

YUAN Xinyun¹,
JIA Shuyi¹,
FU Shirui¹,
GUO Wei¹,
PENG Yan^{1, 2
, ,}

1.
School of psychology and Mental Health, North China University of Science and Technology, Tangshan (063210), Hebei Province, China

摘要

摘要: 目的探究线上、线下正念训练对改善新冠肺炎疫情后大学生焦虑抑郁情绪和睡眠质量的效果评价，为提高大学生心理健康程度提供参考。方法于2020年9月，采用随机整群抽样法选取华北理工大学1 203名大学生进行抑郁自评量表(SDS)、焦虑自评量表(SAS)和匹兹堡睡眠质量指数量表(PSQI)筛查，符合入组标准者103名，随机分为线上组(64名)和线下组(39名)，干预后评估大学生焦虑抑郁情绪和睡眠质量改善程度。结果线上线下正念训练干预后大学生SAS、SDS、PSQI得分均低于干预前，差异均有统计学意义（t值分别为5.57，5.31，3.99；4.88，5.02，5.88，P值均 < 0.01）。线上、线下两种干预训练，对睡眠质量改善程度差异有统计学意义（t=-2.55，P < 0.05）。大学生焦虑、抑郁、睡眠3种症状合并越少，正念干预症状缓解率越高，3种症状并存缓解率≤25%，2种症状并存缓解率 < 40%，仅有1种症状缓解率100%。结论线上、线下正念训练皆可作为干预睡眠、焦虑和抑郁情绪的有效手段；线下正念训练对于改善大学生睡眠质量优于线上；正念训练对于单一症状者缓解效果更为明显。
- 睡眠 /
- 焦虑 /
- 抑郁 /
- 精神卫生 /
- 干预性研究 /
- 学生
Abstract: Objective To investigate the effect of online and offline mindfulness training on improving anxiety and depression and sleep quality of college students, and to provide a reference for mental health promotion among college students. Methods From October 2020, a total of 1 203 university students from North China University of Technology were screened with the Self-rating Anxiety Scale (SAS), Self-rating Depression Scale (SDS) and Pittsburg Sleep Quality Index (PSQI) using the whole group radom cluster sampling method. Totally 103 students who met the inclusion criteria were randomly divided into 64 online and 39 offline groups. The degree of improvement in anxiety, depression and sleep quality was assessed after the intervention. Results The SAS, SDS and PSQI scores of college students after the online and offline the mindfulness training intervention significantly decreased compared with score before the intervention (t=5.57, 5.31, 3.99; 4.88, 5.02, 5.88, P < 0.01). The difference in the degree of improvement in sleep quality between the two interventions, online and offline, was statistically significant (t=-2.55, P < 0.05). The less the three symptoms of anxiety, depression and sleep were combined in university students, the higher the symptom remission rate of the positive mindfulness training (25% remission rate for all three symptoms together, 40% remission rate for two symptoms together and 100% remission rate for only one symptom). Conclusion Both online and mindfulness training can be used as an effective intervention for sleep, anxiety and depression; offline mindfulness training is more effective than online in improving sleep quality in university students; mindfulness training is more effective in relieving single symptoms.
- Sleep /
- Anxiety /
- Depression /
- Mental health /
- Intervention studies /
- Students

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表 1 正念训练单元主题以及单元内容

Table 1. The topics and contents of the mindfulness training unit

单元次数	单元主题	线下单元内容	线上内容
1	正念训练介绍	(1)训练成员自我介绍，共同参与破冰游戏；(2)组织者讲解正念含义，引入正念意义；(3)告知正念训练安排计划，彼此初步建立关系。	建立正念训练联络群。
2	三步呼吸练习	(1)集中注意力，从头到脚扫描身体，觉察身体中紧绷的部位；(2)集中全部的觉知，将注意力放在呼吸给紧绷的部位带来的感觉上；(3)试着在每次吸气时，温柔地将气息带到紧绷的部位，同样从紧绷的部位呼气。	上传正念音频：正念冥想、减压介绍音频、身体扫描冥想等网络音频，每周上传音频以及课程相关图文资料。
3	躯体扫描训练	(1)注意从脚部开始到头部扫描身体，注意稍纵即逝的肢体感受，试着想象光线稳定、柔和地照在身体上；(2)试着往下移动，光线照到哪里，注意力就集中到哪里，注意身体的不同部位是如何感知的；(3)不要试着改变感受，也不要抵触任何不适，而去尝试建立一幅全身感觉的画面，尽可能地保持客观、感兴趣、好奇。	问题讨论：每周就训练过程中存在的问题进行相互讨论，由负责人进行相关问题的答疑，纠正错误的训练方式。
4	减压训练	(1)选择一个可以注意的对象(声音/单词/短语/呼吸/身体感觉/运动感觉)；(2)调整呼吸，将注意力集中于所选择的注意对象；(3)若脑海中出现杂念，不必担心或懊恼，不必施予任何评判，只需要将注意力重新返回到呼吸上。	主题分享：每周就训练过程中所得的感受和体会，小组成员间进行相互分享，增加团体训练互动性。
5	观情绪训练	(1)想象自己站在阳台上，向下看车水马龙，每一辆车都是自己的情绪内容，来来去去的情绪中，自己只是静止的观察者；(2)当察觉到自己生气了，提醒自己：这个情绪不是我的；(3)以此类推其他负性情绪。	训练行为管理：建立共享Excel表进行监督打卡，对每周训练时长小于30 min者进行督学。
6	观念头训练	(1)捕捉头脑中瞬间的信息，不要以主观意识去评判；(2)将呼吸作为一个背景，去关注脑海里出现的念头。沉浸在刚刚一闪而过的某个念头中，进入觉察的时刻；(3)如果发现杂念很多，难以静下来观察念头，不妨先回到呼吸或者身体的感觉上来，安定之后再行观察。	任务完成奖励：奖品包括多肉盆栽、零食、笔记本等。
7	正念慈心训练	(1)想象自己的形象/家人亲友/老师，完全放松下来；(2)对着这个形象，默默地说愿我/他/她美好而幸福。没有畏惧，没有恐怖。愿我/他/她健康平顺，远离扭曲，远离昏昧。愿我/他/她平静而安详；(3)重复3遍，至心诚恳。	研究结束后保留群聊，鼓励成员分享经验、讨论问题，不定期继续发送正面训练音频，促使参与者培养正念意识培养并自主运用到日常生活中。
8	睡前感恩训练	(1)在脑海中回想自己所经历的挫折或现在正面临的挑战；(2)在脑海中回想困境中值得感恩的3件事情；(3)重复：感恩，感恩，感恩。

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表 2 线上线下组大学生正念训练干预前后各量表得分比较(x±s)

Table 2. Comparison of the scores of the online and offline three scale tests before and after Mindfulness training intervention for university students(x±s)

组别	干预前后	人数	统计值	SAS	SDS	PSQI
线上组	干预前	64		52.50±10.30	55.05±13.64	7.42±3.60
	干预后	64		46.66±6.72	48.48±9.47	5.97±3.25
			t值	5.57	5.31	3.99
线下组	干预前	39		56.05±14.16	55.58±15.29	8.44±4.03
	干预后	39		47.02±8.10	46.55±9.30	5.41±3.05
			t值	4.98	5.02	5.88
注：P值均 < 0.05。

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