以提升自我调节学习效能感为主的团体干预对学业拖延状况的改善

目的:探讨以提升自我调节学习效能感为主的团体干预对学业拖延状况的改善作用.方法:采用方便取样,共招募有学习拖延困扰的被试29名,分为实验组(n=15)和对照组(n=14).对实验组进行3周6次的团体干预,团体干预方法结合了短程聚焦疗法及认知疗法,干预重点为提高被试的自我调节学习效能感.对被试在团体干预前、干预后及干预结束3周后施测自我调节学习效能感量表( SES-RLS)、贝克抑郁量表(BDI)、Tuckman拖延量表(TPS)简化版,并让被试报告每日拖延时间量以及拖延对学业带来的影响(拖延结果).结果:重复测量方差分析结果显示,时间与组别在SESRLS得分、拖延时间量、拖延结果的交互作用均显著,实验组后测、追踪的SESRLS得分高于前测,而拖延时间量、拖延对学业的影响得分均低于前测(均P＜0.05),对照组3个时间点的SESRLS得分、拖延时间量、拖延后果上差异均无统计学意义.时间、组别在SESRLS得分、拖延时间量、拖延后果的主效应均不显著.时间、组别在特质拖延上的主效应、交互作用均不显著.结论:团体干预能有效提高个体的自我调节学习效能感,从而使个体的拖延行为、拖延不良后果下降;但并不能降低拖延倾向,显示拖延倾向的稳定性,提示以后干预需要更长时程的干预.     

团体认知行为治疗对青少年焦虑症状的干预效果初探

目的:探讨团体认知行为治疗对青少年焦虑症状的干预效果。方法:使用儿童焦虑性情绪障碍筛查表(SCARED)儿童自我报告版筛查出焦虑症状评分高的中学生(得分≥25分)59名,随机分配进入干预组(n=29)或对照组(n=30)。对干预组使用团体认知行为治疗的方案进行10周(每周1.5 h)的干预,在此期间对照组不做任何干预(对照组在干预组10次干预结束后接受与干预组同样的团体认知行为治疗)。使用Spence’s儿童焦虑量表-儿童版(SCAS-C)和儿童自动思维量表(CATS)对两组进行基线和10周干预后2次测量。结果:对SCAS-C评分的重复测量方差分析结果显示,测量时间与分组处理的交互作用有统计学意义[F(1,57)=8.12,P<0.05]。对CATS评分的重复测量方差分析结果显示,测量时间与分组处理的交互作用接近有统计学意义[F(1,57)=3.88,P=0.054]。干预组SCAS-C及CATS的10周干预后得分均低于基线得分[(28.2±11.3)vs.(35.4±15.8),(37.8±30.7)vs.(48.8±27.0);均P<0.05],而对照组干预前后得分差异均无统计学意义(均P>0.05)。结论:团体认知行为治疗可以有效减少青少年的焦虑症状。     

修订版儿童事件影响量表在地震灾区初中学生中的信效度

目的:研究修订版儿童事件影响量表(Children's Revised Impact of Event Scale,CRIES)在中国地震灾区初中生中应用的信效度。方法:在汶川地震发生6.5个月后,在一般地震灾区方便选取428名11～16岁的初中学生,统一填写了CRIES和儿童抑郁量表(Children's Depression Inventory,CDI)。使用SPSS13.0和AMOS4.0分析量表信效度,并且对四种假设的结构模型进行验证性因素分析。结果:修订版CRIES内部一致性Cronbachα系数为0.724,2周后的重测信度为0.88,各条目与总分之间的相关为0.36～0.58。验证性因素分析结果发现,包含侵入、回避和高唤醒3个相关因素的模型拟合度最高(χ2/df=1.927)。其中侵入和回避2个因素的条目载荷较高(0.40～0.67),高唤醒因子部分条目载荷水平一般(0.40),且其与侵入因素的相关较高(r=0.70)。受试的侵入得分(1.78±1.16)最高,其次为高唤醒(1.63±1.02),回避得分(1.20±1.13)最低。结论:修订版儿童事件影响量表具有良好的信效度,是评估儿童创伤后应激障碍症状的一种较好工具。     

人际技能团体干预对女性强戒人员人际交往能力和物质渴求的影响

目的:考察人际技能团体干预在女性强戒人员中的适用性及其对该人群人际交往能力与物质渴求的影响。方法:选取北京市某戒毒所58名女性强戒人员并将其分为两组:干预组接受人际技能团体干预,对照组接受戒毒所常规治疗。对两组被试干预前后的人际技能和物质渴求进行测量。结果:冲突管理维度得分存在组别与测量时间的交互作用(F(1,56)=4.132,P=0.047,η_( p)²p=0.069),但简单效应分析未发现两组被试在前后测的冲突管理维度得分存在显著差异;物质渴求得分交互作用边缘显著(F(1,56)=3.530,P=0.065,η_( p)²p=0.059),简单效应分析发现,两组前测差异不显著,而后测干预组显著低于对照组(t=-2.094,P=0.041);分层回归分析发现,团体干预后的冲突管理能力与物质渴求的改变有关(β=-0.352,t=-2.866,P=0.006)。结论:人际技能团体干预可以有效提高女性强戒人员冲突管理能力,且对物质渴求的降低有影响;干预后冲突管理能力的提高与物质渴求的降低有关。     

“动机+认知行为”团体治疗对女性苯丙胺类使用障碍者心理健康的疗效研究

目的:探讨动机强化整合认知行为的团体心理干预对女性苯丙胺类使用障碍者心理健康的效果,为将来开展新的心理治疗模式提供实证支持。方法:本研究采用随机对照实验设计,将上海市女子强制隔离戒毒所的60例女性苯丙胺类使用障碍者随机分为两组,干预组30例,对照组30例,其中干预组接受为期16周的"动机+认知行为"团体心理治疗及所内常规教育,对照组只接受所内的常规教育。使用一般人口学资料、吸毒史、抑郁和焦虑自评量表及自编的技能掌握情况问卷在基线、第8周、第16周对被试进行调查,评定干预效果。结果:干预前,采用t检验发现,干预组和对照组在人口学资料及吸毒史、抑郁、焦虑情绪、技能得分差异不显著(P0.05);干预后,采用重复测量方差分析发现,两组的抑郁、焦虑及技能得分在时间和组间效应上存在交互作用(P0.05);另外发现,干预组在16周后的抑郁得分显著低于对照组,而技能得分显著高于对照组(P0.05),但两组在焦虑得分上差异不显著(P0.05)。结论:"动机+认知行为"团体心理治疗可以改善女性苯丙胺类使用障碍者抑郁情绪状况,对提高防复吸技能也有积极效果。     

团体心理辅导对农村留守儿童的心理影响

目的:探讨团体心理辅导对农村留守儿童的心理影响.方法:方便选取222位农村留守儿童,随机分为干预组(N=134)和对照组(N=88),对干预组进行8次团体心理辅导.干预前和第7次干预结束(第1次复查)及干预结束后半年(第2次复查)两组各填写1次艾森克个性问卷(Eysenck Personality Questionnaire,EPQ)、流调用儿童抑郁量表(Center for Epidemiological Studies of Depression scale for Children ,CES-DC)、Rutter儿童行为教师问卷(Rutter Children's Behavior questionnaire for completion by teacher)、儿童自我意识量表(Piers-Harris Children's Self-concept Scale ,PHCSS).结果:第1次复查干预组EPQ神经质得分低于对照组[8.2±5.8)vs(10.2±6.1),P=0.015];第2次复查干预组CES-DC得分低于对照组[(15.9±7.3)vs.(18.8±7.7),P= 0.038];PHCSS中焦虑、幸福满足分量表分分别在第1、2次复查中高于对照组[(6.6±3.4)vs.(5.6±2.7),(6.5±1.9)vs.(5.7±1.8);P=0.022,0.005].结论:团体心理辅导可以有效缓解农村留守儿童抑郁情绪,对儿童个性的重塑有一定作用.     

团体绘画治疗改善慢性精神分裂症患者阴性症状和服药依从性的随机对照试验

目的:探讨团体绘画治疗对慢性精神分裂症患者的阴性症状和药物依从性的干预效果。方法:选取104例慢性精神分裂症患者,将其随机分成干预组和对照组,干预组进行持续15周共30次的团体绘画治疗,对照组自由绘画但不给予绘画任务和干预程序。采用阳性和阴性症状量表(PANSS)和服药依从性量表(MARS)于基线和干预后15周进行评估。结果:干预15周后,团体绘画治疗组PANSS总分和阴性症状因子分均低于对照组,MARS得分高于对照组(均P0.01)。结论:团体绘画治疗有助于改善慢性精神分裂症患者的阴性症状,增强患者的服药依从性。     

早中期结直肠癌患者情绪及生活质量的10周团体心理治疗

目的:探讨团体心理治疗对早中期结直肠癌患者情绪及生活质量的影响。方法:采用开放对照试验设计。选取北京大学肿瘤医院结直肠癌患者67名,依患者意愿分配入干预组(n=34)和对照组(n=33)。干预组除常规康复(如复查、康复咨询、中药康复、锻炼等)外,接受为期10周每周1次的团体心理治疗,而对照组仅进行常规康复。使用焦虑自评量表(SAS)、抑郁自评量表(SDS)、生活质量核心问卷(QLQ-C30)比较两组干预前后焦虑、抑郁、生活质量的差异。结果:10周末测评时,干预组脱落4人,对照组脱落3人。基线时,干预组SAS、SDS得分均高于对照组[(42.0±7.7)vs.(36.0±6.8),(44.4±11.5)vs.(38.7±9.0);均P﹤0.05],QLQ-C30各项得分差异无统计学意义(均P0.05)。10周干预后,干预组SAS、SDS、QLQ-C30疲乏症状得分均比干预前降低,整体生活质量得分较干预前提高(均P﹤0.05)。对两组患者(基线得分-干预后得分)的差值进行比较,发现干预组患者SAS、SDS、角色功能、疲乏症状得分的差值均高于对照组(均P﹤0.05)。结论:团体心理治疗有助于降低早中期结直肠癌患者焦虑及抑郁水平,提高生活质量,可作为辅助治疗方法应用于有需要的患者。     

互动式团体讲座对减轻农村初中生焦虑、抑郁情绪的效果

目的 探索互动式团体讲座对减轻北京农村初中生焦虑、抑郁情绪的效果.方法 选取北京某农村地区中学,随机抽选4个初二年级班级,选择2个班为干预组共90人,另2个班为对照组共90人,对干预组进行4次、每次50分钟的互动式团体讲座,采用儿童焦虑性情绪障碍筛查表(SCARED)、儿童抑郁障碍自评量表(DSRSC)、一般自我效能感量表、简易应对方式量表、非理性信念量表(IBS)和自编干预效果及满意度量表进行效果评估.结果 实施干预后干预组和对照组得分差值比较,焦虑(t=2.258,P＜0.05)和抑郁(t=2.572,P＜0.05)总分显著降低；不合理信念总分(t=3.475,P＜0.01)显著降低,自我效能感(f=-2.698,P＜0.01)、应对方式积极雏度得分显著升高(t=-2.720,P＜0.01).结论 互动式团体讲座一定程度上促进了受干预学生不合理信念的理性化,缓解了部分的焦虑、抑郁情绪,提高了其自我效能感,增强了积极的应对方式.     

团体人际心理治疗对初中流动儿童抑郁情绪的作用

目的:探讨团体人际心理治疗(Interpersonal Psychotherapy,IPT)对缓解初中流动儿童抑郁情绪的效果。方法:采用IPT对11名存在抑郁情绪的初中流动儿童进行团体干预,并设立对照组。结果:经过为期6周的团体心理治疗,实验组被试的贝克抑郁量表得分显著下降,而对照组的抑郁量表得分没有显著变化;追踪数据显示,干预结束三个月后,实验组的贝克抑郁量表得分依然显著低于控制组;三次测量的数据显示,实验组在后测和追踪数据中,抑郁量表的得分均显著低于前测数据,且后测与追踪数据之间没有显著差异,而在控制组中,三次测试的数据之间均不存在显著差异。结论:IPT能够有效缓解初中流动儿童的抑郁情绪,并且干预效果具有较好的稳定性。     

舞动心理团体辅导对大学生社交焦虑的干预

目的:探讨以舞动心理为主的团体辅导对大学生社交焦虑的干预效果。方法:以上海某高校15名社交焦虑的大学生为舞动心理团体辅导组(实验组),15名同质学生作为对照组,对其社交焦虑进行舞动心理团体辅导干预。在实施舞动心理团体辅导前后采用社交焦虑量表(IAS),自尊量表(SES)进行测量并进行配对t检验。结果:在舞动心理团体辅导干预前,实验组与对照组量表得分对比显示,在社交焦虑量表维度上,实验组与对照组相比没有任何显著差异(P0.05);在自尊量表维度上,实验组与对照组相比也没有显著变化(P0.05);在为期8周的舞动心理团体辅导干预后,实验组与对照组量表得分相比显示,在社交焦虑量表维度上,实验组比对照组有显著降低(t=-2.412,P0.05);在自尊量表维度上,实验组比对照组没有显著变化(t=-1.434,P0.05)。结论:以舞动心理为主的团体辅导对大学生社交焦虑具有积极干预效果,对于大学生自尊没有影响。     

团体心理干预对老年冠心病患者焦虑情绪的影响

目的:探讨心理评估及团体心理干预在缓解老年冠心病患者焦虑情绪中的应用效果。方法:将心内科2016年2—6月收治的90例老年冠心病患者分为观察组和对照组各45例,两组治疗方法均衡,对照组采用常规心理干预,观察组心理评估后实施团体心理干预,均干预12周。比较两组患者的焦虑、抑郁情绪及社会支持度。结果:观察组干预12周后的焦虑、抑郁评分低于对照组,差异有统计学意义(t=-6.389,-9.453;P0.05)。观察组干预12周后主观支持、客观支持、支持利用度评分高于对照组,差异有统计学意义(t=5.161,7.733,11.530;P0.05)。结论:心理评估及团体心理干预能够显著缓解老年冠心病患者焦虑、抑郁情绪,提高患者的社会支持度。     

A peer group intervention for adolescents with type 1 diabetes and their best friends.

OBJECTIVE: To devise and implement a structured intervention for integrating peers into diabetes care in a healthy and adaptive manner. METHODS: Adolescents with diabetes (n = 21) and their best friends (n = 21) participated in a group intervention aimed at increasing diabetes knowledge and social support of diabetes care. Measures of social support, knowledge about diabetes and support, diabetes functioning, and social functioning were obtained prior to and following intervention. RESULTS: Following the intervention, adolescents and their friends demonstrated higher levels of knowledge about diabetes and support, as well as a higher ratio of peer to family support, and friends demonstrated improved self-perception. Parents reported decreased diabetes-related conflict. CONCLUSIONS: Peer group intervention approaches may result in increased positive peer involvement in adolescents' diabetes care.     

Trial and Evaluation of Assertion Training Involving Nursing Students

Background

The concept of assertion and conceptual/practical methods of assertion (assertiveness) training were originally developed in the United States and Europe. These principles were embraced and adapted in Japan in 1970’s. However, only a few studies relating to assertion (assertiveness) have been undertaken thus far in Japan, especially so in the domain of nursing students in comparison with other countries. The purpose of this study was to design and implement assertion training with nursing students and to clarify its effects.

Methods

The participants were all volunteers, invited from a class of 3rd year nursing students. Ten students (intervention group) participated in the assertion training comprised of five sessions in February 2006. Fifty-six students (control group) were participated only in the questionnaire. Both groups were asked to complete the same questionnaire twice, before and after the assertion training. The questionnaire measured levels of assertiveness, social skills, self-esteem, social support and satisfaction with university life. The results and variances, both before and after assertion training, between the intervention group and the control group were analyzed. The effectiveness of the assertion training was determined by changes in pre and post training questionnaire scores.

Results

The scores for social skills in the control group had a tendency to decline while the scores for social skills in the intervention group remained constant.

Conclusion

Although there were no statistically significant results in the intervention group, the present study highlights areas appropriate for further study.     

Interdisciplinary education: evaluation of a palliative care training intervention for pre-professionals.

PURPOSE: Medical education inadequately prepares students for interdisciplinary collaboration, an essential component of palliative care and numerous other areas of clinical practice. This study developed and evaluated an innovative interdisciplinary educational program in palliative care designed to promote interdisciplinary exchange and understanding. METHOD: The study used a quasi-experimental longitudinal design. Thirty-three medical students (third and fourth year) and 38 social work students (second year of masters degree) were recruited. The intervention group students (21 medical and 24 social work students) participated in a series of four training sessions over four weeks while the control group students received written materials after the study. The curriculum and teaching methods were based on theories of professional socialization and experiential learning. The intervention included experiential methods to promote interdisciplinary interaction to foster communication, exchange of perspectives, and the building of mutual trust and respect. Both groups completed assessments of perceived role understanding, a primary component of effective interdisciplinary teamwork, in palliative care. Self-administered surveys were completed at baseline, intervention completion, and three months later. The intervention group also completed an anonymous evaluation about the interdisciplinary education. RESULTS: The intervention group demonstrated a significant increase in perceived role understanding compared with the control group. Three-month follow-up data suggested that intervention group subjects maintained gains in perceived role understanding. CONCLUSION: An interdisciplinary educational intervention improves role understanding early in the process of professional socialization in a pilot program. Further implementation of interdisciplinary education should evaluate the effect on subsequent interdisciplinary practice and the quality of patient care.     

抑郁倾向大学生社会支持结构及其满意度的研究

目的：探讨抑郁倾向大学生社会支持的结构及其特点。方法：根据抑郁问卷结果选取抑郁倾向（n=125)和非抑郁倾向（n=166)大学生。实施社会支持提名及满意度评定问卷测查。结果：与非抑郁倾向组相比，抑郁倾向组在朋友，大学同学，中小学同学以及大学老师。中小学老师支持源上的提名显著较少，对大学同学和大学老师支持的满意度显著较低；对同，有抑郁倾向的大学生对心理辅导员支持源上的提名显著较少，对大学同学和大学老师支持的满意度显著较低；同时，有抑郁倾向的大学生对心理辅导员支持的满意度评定在所有支持源中最低。结论：抑郁倾向大学生既相对缺少大学中的同伴支持源，满意度较低。而且其对大学老师与心理辅导员的支持提名和满意度也较低。表明抑郁倾向大学生社会支持结构上存在明显缺陷。且其获得支持的可利用程度不足。     

大学生主观幸福感及其影响因素

目的:了解大学生群体对生活的总体感受及满意度,并探讨个体的自尊、社会支持与归因等因素对主观幸福感(SWB)的影响.方法:用幸福感指数量表、社会支持量表及归因量表等对1-4年级的400名大学生小团体施测.结果:1.大学生幸福感指数的平均数为10.46±1.79;城市高于乡村(城10.87±1.75,乡10.37±1.78),有显著性差异 (t=2.15,P<0.05);而性别差异未达显著水平;2.大学生幸福感与自尊显著相关(r=0.37,P<0.001), 其中"总体情感指数"与自尊的相关最高(r=0.51,P<0.001).3.幸福感指数与社会支持显著相关,其中"总体情感指数"与"主观支持"相关最高(r=0.31,P<0.001);4. 归因倾向为"外控组"的大学生幸福感较低,而"内控组"与"中间组"的大学生,其幸福感无显著性差异.结论:个体的自尊、社会支持与归因等因素对幸福感存在显著影响,且各有不同的特点.本研究为进一步研究大学生的幸福感提供了一定的基础.     

高职生领悟社会支持、孤独感与网络成瘾倾向

目的了解高职生网络成瘾状况,探讨领悟社会支持、孤独感对网络成瘾的影响。方法采用中文网络成瘾修订版(CIAS-R)、领悟社会支持量表(PSSS)、孤独感量表(UCLA)对广州两所高职院校共657名高职生进行测试。结果①网络成瘾检出率为2.3%,网络依赖为16%;②低领悟社会支持组高职生在网络成瘾倾向得分高于中、高领悟社会支持组(F=5.44,P0.01);处于严重孤独水平的高职生在网络成瘾倾向上得分高于其他各组(F=9.07,P0.01);③领悟社会支持得分与网络成瘾倾向呈负相关(P0.01);孤独感与网络成瘾总分及各维度呈正相关(P0.01);领悟社会支持总分及各维度与孤独感程度存在负相关(P0.01);④孤独感在领悟社会支持与网络成瘾中的中介作用显著,中介率为69.6%。结论高职生网络成瘾问题应得到更多关注。对领悟社会支持和孤独感进行测定及采取有效改善措施,有助于对高职生网络成瘾进行干预。     

Psychosocial intervention for women with primary, non-metastatic breast cancer: a comparison between participants and non-participants

BACKGROUND: Despite improvements in the medical treatment of breast cancer, resulting in better prognoses, women diagnosed with the illness often experience psychosocial problems. As a result, many psychosocial intervention programs have been developed, usually with positive results. The aim of this study was to examine the effects of two 12-week psychosocial intervention programs for women with a primary, non-metastatic breast cancer diagnosis in comparison to women who were on a waiting list for these interventions for 3 months. METHODS: Sixty-nine women with primary, non-metastatic breast cancer, but otherwise without psychosocial problems, were randomized to a group of patients treated with the intervention program (group psychotherapy or social support group) or a control group (on a waiting list). Differences between both groups in psychosocial adjustment, social support and coping at the short-term follow-up were described in this study. RESULTS: Women who participated in the group intervention programs did not differ from women in the control group regarding psychosocial adjustment at the end of the study. Women who participated in the social support groups reported to receive more social support from others not very close to them. They also used more palliative coping than women from the psychotherapy group. CONCLUSIONS: Apparently, women who are being diagnosed with breast cancer, but otherwise have no psychosocial adjustment problems following the diagnosis, do not especially benefit from a short-term intervention program compared to women in the control group.     

精神分裂症患者家庭干预后生活质量对照分析

目的 :研究精神分裂症患者家属干预后与对照组的生活质量差异及其相关影响因素。方法 :对社区 10 4例干预组家庭进行综合式干预 2年后与 10 9例对照组家庭之照料者采用社区用修订版生活质量(QOL)问卷 ( 4 1项 )评定 ,同时进行患者社会功能 (DAS)、症状学 (PANSS) ,及家属焦虑自评量表 (SAS)评定。结果 :干预组的家属QOL明显高于对照组 (P <0 0 5 ) ,信心与家庭关系两项因子分优于对照组 (P <0 0 1)。干预组的复发率显著低于对照组 (u =2 0 6P <0 0 5 )。QOL总分、主客观因子分的高低与PANSS ,DAS ,SAS等总分均有不同程度的相关。结论 :综合式干预有利于提高精神分裂症家属的生活质量 ,降低复发率 ,提高患者的社会功能。