其他摘要 | The global crisis of the new coronavirus epidemic has made the characteristics of the VUCA era such as volatility, uncertainty, complexity and ambiguity of social development more and more obvious. Studies have shown that individual psychological flexibility is an important cornerstone for maintaining mental health in the VUCA era, and career adaptability is a core competency to help adolescents prepare for their careers. To help adolescents better cope with the mental challenges of the VUCA era, reduce the incidence of depression, anxiety, obsessive-compulsive disorders, and create positive career development, this study developed a six-week intervention program based on the Discover noticer adviser-value (DNA-V) model of psychological flexibility for adolescents in junior high school. This study is based on the Acceptance Commitment Therapy Adolescent Psychological Flexibility Model (Discover noticer adviser -value, DNA-V) to develop a six-week localized intervention program for junior high school students in China and to test whether it is effective in enhancing the psychological flexibility of junior high school students in China.In this study, a cooperative agreement was signed with a middle school in Beijing, and 110 junior high school student subjects were recruited and randomly divided into DNA-V face-to-face course group (offline group, N=33), DNA-V online course group (online group, N=40), and positive psychology active control group (control group, N=37) on a class basis. All three groups of the above interventions were presented as daily psychology sessions for junior high school students, one credit hour per week for six weeks. The offline and online groups both used the DNA-V six-week intervention program as the course content, and the control group was a movie analysis course designed according to the positive psychology syllabus.Study 1 was to develop a localized DNA-V intervention program for junior high school students in China: we contacted Louise Hayes, the founder of DNA-V, to obtain the original DNA-V intervention program, translated the English program after her authorization and agreed to translate the DNA-V six-week psychological flexibility program based on the classic method of intervention program development, the Delphi method. Based on the Delphi method, the DNA-V six-week psychological flexibility training program was localized into a psychological curriculum for junior high school students in China, and developed into two types of curriculum content for online and offline delivery, monitored the quality of the intervention based on the action research paradigm, and gradually optimized the intervention program during the implementation.Study 2 tested whether the developed six-week DNA-V intervention program could effectively enhance the psychological flexibility of middle school students through a comparative intervention study. The change in psychological flexibility was quantitatively assessed by the Adolescent Psychological Flexibility Scale before (T1), 1 week after (T2), and 2 months after (T3) the intervention; and psychological interviews were conducted with the subjects throughout the intervention to further analyze the effect of the intervention by applying phenomenological qualitative analysis.Study 3 further examined whether the six-week DNA-V intervention was effective in improving junior high school students' career adaptability and whether psychological flexibility played a mediating role in the process of career adaptability improvement. The subjects' total career adaptability scores and the changes in the scores of four dimensions of career concern, career control, career curiosity and career confidence were assessed by the Career adaptability Scale at T1, T2 and T3, respectively; and to examine whether there was a mediating mechanism of psychological flexibility on the change of career adaptability in different intervention groups.This study used a 3 (between-subjects factor: offline group, online group, and control group) × 3 (within-subjects factor: T1 pre-test, T2 post-test, and T3 follow-up test) two-factor mixed design involving multiple follow-up measures at the individual level. To more rigorously control for correlations between within-individual measurements at different times from the same school and class, a linear mixed model (LMM) was used to analyze the experimental data via R language (v4.0.2) in the RStudio development environment, and a Monte Carlo was used to test for mediating effects. The results showed that the scores of psychological flexibility and career adaptability in the DNA-V offline group were higher in T2 and T3 than in T1 (p < 0.01), while the difference between T2 and T3 was not statistically significant. The differences in the levels of psychological flexibility and career adaptability in the online group at T1, T2, and T3 were not statistically significant. The control group showed an increase in psychological flexibility and career adaptability from T1 to T2 (p < 0.05), but T3 dropped back to a level that was not significantly different from T1. The mediation effect test revealed a significant mediation effect of the change scores of psychological flexibility on the change scores of their career adaptability for the subjects in the offline group.The study demonstrated that the six-week DNA-V offline intervention program developed in this study was applicable to junior high school students in China, and the six-week DNA-V offline intervention consistently and effectively improved the psychological flexibility and career adaptability of the junior high school students in this study 2 months after the intervention; and psychological flexibility played a mediating role in the process of improving career adaptability. It is suggested that the psychological flexibility enhancement training of middle school students helps to promote their career adaptability development. |
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