| 其他摘要 | Objective: Recent studies have shown that the mental health status of college students is not optimistic. The "Report on the Development of National Mental Health in China" (2019-2020) points out that the most common psychological problems among college students currently include depression (18.5% have depressive tendencies) and anxiety (8.4% have anxiety tendencies). Related studies have found that cognitive behavioral therapy is more effective in intervening in depression and anxiety among college students. In recent years, the main areas of cognitive behavior research in China include the study of mental health issues among college students. Unfortunately, currently, research on cognitive behavioral therapy for college students' psychological problems in China is mostly based on experimental data or group therapy. This study aims to explore the process and effectiveness of cognitive behavioral therapy in individual intervention of depression and anxiety college students, as well as the process of conceptualizing individual cases; At the same time, compared to previous cognitive behavior case studies that often focus on the application and discussion of structured counseling methods, this study aims to explore a flexible counseling method that combines cognitive behavior structured counseling and assisted counseling technology; In addition, in response to special circumstances such as college students' holidays and epidemic lockdowns, this study adopted an offline and remote consultation method, and the effectiveness needs to be tested.
Method: A college student with a depressive and anxious emotional state was selected as the subject, and cognitive behavioral technology was used to conduct 15 offline and remote counseling practices for 15 weeks. The consultation plan includes four modules: identification, challenge, excavation, and consolidation. In addition, the behavior activation and experiment run through the whole consultation process, enhancing the self-efficacy of the client. During the consultation process, techniques such as thinking and emotion recording exercises, the use of arrow down techniques, and the mining of three-level beliefs (automatic thinking, intermediate beliefs, core beliefs) are used to conceptualize the case. At the same time, use systematic and progressive case conceptualization to validate and guide the progress of the case. In addition, during the consultation process, multiple auxiliary techniques such as mindfulness, conversation, grief intervention and psychodynamic were combined to address the psychological characteristics of the college student visitor. For the testing of counseling effectiveness, the Beck Depression Scale and Beck Anxiety Scale were used for baseline and post intervention evaluations.
Results: After the 15-week counselling practice, the score of the Becker Depression Scale showed that the depression state of the client changed from "moderate depression" to "mild depression", and the score of the Becker Anxiety Scale showed that the anxiety state changed from "existing anxiety" to "not existing anxiety". After the interview, ten months after the end of the consultation, the score on the Becker Depression Scale of the visitor was "no depression", and the score on the Becker Anxiety Scale was "no anxiety". Although the subjective distress score fluctuates, it shows a trend of gradual decline. The visitor can identify the typical situations in which she is prone to psychological problems in her life, detect the relevant automatic thinking, and make full use of the methods she learned in the consultation to challenge automatic thinking for cognitive reappraisal so that automatic thinking and negative emotions can be improved in time; After repeated practice, the core beliefs about "I am incompetent" and "I am not liked" were loosened, and was able to conduct relatively objective self-evaluation. At the same time, the visitor's self feedback shows that her social function has improved, and she has become more proactive from being unwilling to go out and wake up. She can actively contact the club's relevant work, advise and accompany her sick mother to seek medical treatment in a timely manner.
Conclusion: Cognitive behavioral therapy is effective in intervening depression and anxiety cases among college students. The use of assistive counseling technology has effectively addressed the issue of diversity that is compatible with the identity of the visitor as a college student. The flexible combination of offline and remote consultation has prevented the detachment of individual cases and ensured the effectiveness of intervention. The visitor experience positive changes in cognition, emotion, and behavior, significantly improving her depressive and anxious state. The use of various cognitive behavioral techniques and the formation and gradual improvement of case conceptualization connect factors such as typical situations, important beliefs and life events, growth environment, and growth experience of the case, analyze the process of problem occurrence and development, effectively guide and promote the effectiveness of case intervention. It has profound significance for the visitor to grasp the laws of her own psychological problems and be able to detect and intervene in a timely manner. |
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