中国科学院心理健康重点实验室知识库

目的检验基于接纳承诺疗法青少年心理灵活性模型(DNA-V)的心理课程训练对中学生心理灵活性和提高生涯适应力的效果,为服务中学生心理健康提供参考方案。方法与北京某中学合作招募初二学生110名,以班级为单位随机分为DNA-V面授组(线下组,33名)、DNA-V网络组(线上组,40名)、学校常规心理组(对照组,37名),将DNA-V的干预方案本土化为6个学时的中学DNA-V心理课程。采用青少年回避与融合问卷和生涯适应力量表在干预前、干预后1周、干预后2个月测评被试的心理灵活性、生涯适应力变化。结果采用线性混合模型进行分析,并控制了人口学变量后,线下组的心理灵活性和生涯适应力在干预后1周和干预后2个月的水平均高于干预前(心理灵活性t值分别为4.22,3.11;生涯适应力t值分别为3.05,4.16,P值均<0.01),而干预后1周与干预后2个月之间差异无统计学意义。线上组的心理灵活性和生涯适应力在干预前、干预后1周、干预后2个月的水平差异均无统计学意义。对照组的心理灵活性和生涯适应力从干预前到干预后1周均有提升(t值分别为4.64,2.47,P值均<0.05),但干预后2个月又降回与干预前接近的水平。结论DNA-V面授心理课程对心理灵活性和生涯适应力的提升作用都具有至少2个月的长时程保持效果。

To test the effectiveness of psychological flexibility training on career adaptability among middle school students who undertook psychological courses based on acceptance commitment therapy and the adolescent mental flexibility model ( DNA－V) ， and to provide a reference plan to improve the mental health of middle school students． Methods This study recruited 110 junior high school students ( 60 boys and 50 girls) from a middle-school in Beijing． The students were randomly divided by class into a DNA－V face-to-face course group( offline group n = 33) ， a DNA－V online course group( online group n = 40) ， and a regular school psychology course group( control group n = 37) ． Louise Hayes' DNA－V intervention program was condensed into a six-hour middle-school DNA－V psychology curriculum． Using the Avoidance and Fusion Questionnaire for Youth and the Career Adaptability Scale， changes in psychological flexibility and career adaptability were measured before( T1) ， one week after( T2) ， and two months after ( T3) the intervention． Ｒesults Linear mixed models were used for the analysis， while controlling for demographic variables．Psychological flexibility and career adaptability in the offline group were higher at T2 and T3 than at T1( psychological flexibility t =4．22， 3．11; career adaptablity t = 3．05， 4．16， P＜0．01) ， while the difference between T2 and T3 was not statistically significant．The psychological flexibility and career adaptability of the online group were not statistically significant at T1， T2， and T3． The psychological flexibility and career adaptability of the control group increased from T1 to T2( t = 4．64， 2．47， P＜0．05) ， but T3 decreased back to a level close to T1． Conclusion In terms of both psychological flexibility and career adaptability， the DNA－V face-to-face psychology course resulted in a retention period of at least two months．

北京市海淀区教育科学“十三五”规划重点课题项目(HDGH20190166)