内观认知疗法对大学生述情障碍干预研究

目的:探讨内观认知疗法对大学生述情障碍的干预效果，为高校提升大学生心理健康水平提供有效方法和途径。方法:通过问卷筛选72名有述情障碍的大学生作为被试，随机分为干预组（36名）和对照组（36名）。干预组进行为期7d的内观认知疗法治疗，对照组接受相同时间的心理健康知识自学。采用多伦多述情障碍量表、伯克利情绪表达量表、自我和谐量表进行前后测评。结果:干预后，干预组述情障碍量表总分及各因子分均降低，其中情感识别障碍、情感描述障碍、外向性思维因子及总分与干预前相比，差异具有统计学意义（t值分别为16.588、3.162、7.838、18.131，P值<0.01）；情绪表达量表总分及各维度分均增加，其中正性情绪表达、情绪表达强度及总分与干预前相比，差异具有统计学意义（t值分别为-2.993、-2.219、-4.773，P值<0.01）；自我和谐量表总分、自我与经验的不和谐因子及自我的刻板性因子分均降低，自我的灵活性得分增加，与干预前相比，差异均具有统计学意义（t值分别为7.117、5.969、4.607、-4.804，P值<0.01）。对照组各量表及其因子得分均无统计学意义。结论:内观认知疗法对大学生的述情障碍有一定改善作用。

The Naikan Cognitive Therapy intervention on alexithymia ofcollege students

Objective: To explore the intervention effect of Naikan Cognitive Therapy on alexithymia of college students. Methods:72 college students with alexithymia were selected through questionnaire, and they were randomly divided into intervention group(36) and control group (36). The intervention group received 7-days’Naikan cognitive therapy, while the control group received self-study of mental health knowledge at the same time. Before and after the intervention, the two groups were evaluated by the TAS-20,BEQ,SCCS. Results: After intervention, the total scores of TAS-20 and the scores of each factor in the intervention group significantly decreased(P<0.01).The total scores of BEQ and the scores of each dimension significantly increased excluding the negative emotion expression(P<0.01). The total scores of SCCS and the scores of each factor had significantly difference(P<0.01). The difference of total scores and all factors in the control group were not significant. Conclusion: Naikan cognitive therapy has a good effect on relieving alexithymia of college students.