中国科学院心理健康重点实验室知识库

目的:研究认知行为团体心理辅导活动对高中生心理韧性的干预效果。方法:从北京市某学校招募了44名高中生,随机分为实验组与对照组。实验组运用认知行为团体心理辅导的形式进行韧性干预(共10次课,每次一小时,隔周上课),对照组常态教学。干预前后及结束2个月后,采用青少年心理韧性量表(RSCA)和青少年学生生活满意度量表(CASLSS)对两组进行测评,并收集学业成绩。结果:干预前,两组的韧性、生活满意度、学业成绩总分均没有显著差异(均P>0.05);干预后,实验组的韧性、学业成绩的后测及跟踪测均显著高于前测,生活满意度的后测显著高于前测;对照组的韧性跟踪测、学业成绩的后测和跟踪测总分均显著低于前测,韧性、生活满意度的后测与跟踪测差异边缘显著,其他比较则均没有显著差异。结论:通过认知行为团体辅导课程可以有效提升高中生的心理韧性水平、生活满意度及学业成绩。

Objective:To explore the intervention effect of cognitive-behavioral group counseling activities on improving the psychological resilience of high school students.Methods:44 students recruited from a high school in Beijing were randomly divided into experimental group and control group.The resilience intervention was conducted in the experimental group by taking advantage of the cognitive-behavioral group counseling techniques(10 classes in total,one hour each time every other week),meanwhile normal teaching was implemented in the control group.Before and after the intervention and2 months after the end of the intervention,all participants participated in the assessments of the Resilience Scale for Chinese Adolescent(RSCA)and the Life Satisfaction Scale Applicable to Chinese Adolescent students(CASLSS),and their academic performance was collected.Results:Before intervention,there were no significant differences in resilience,life satisfaction and academic performance between the two groups(all P>0.05).After the intervention,both the post-test and follow-up test of resilience and academic performance in the experimental group were significantly higher than the pre-test,and the post-test of life satisfaction was significantly higher than the pre-test.However,in the control group,the post-test of resilience was significantly lower than the pretest;Both post-test and follow-up test of academic performance were significantly lower than the pre-test;There were significant marginal differences between the post-test and the follow-up test in resilience and life satisfaction.Conclusion:Psychological resilience,life satisfaction and academic performance of high school students can be effectively improved through cognitive-behavioral group counseling.

国家自然科学基金项目(NSFC71672186);; 中科院心理所创新项目(Y1CX193007)