闪动技术对童年创伤经历大学生社交焦虑的干预研究  

Intervention Study of Flash Technique on Social Anxiety in College Students with Childhood Trauma Experiences

作　　者：凌辉[1,2] 宁柳 林瑶 周彩萍 李海斌 LING Hui;NING Liu;LIN Yao;ZHOU Cai-ping;LI Hai-bin(Cognition and Human Behavior Key Laboratory of Hunan Province,Hunan Normal University,Changsha 410082,China;Research Center for Mental Health Education of Hunan Province,Hunan Normal University,Changsha 410081,China;Department of Student Affairs,Hunan University of Finance and Economics,Changsha 410205,China;Key Laboratory of Psychology of TCM and Brain Science,Jiangxi Administration of Traditional Chinese Medicine,Jiangxi University of Chinese Medicine,Nanchang 330004,China;Department of Student Affairs,University of Xizang Medicine,Lhasa 850000,China)

机构地区：[1]湖南师范大学认知与人类行为湖南省重点实验室,长沙410082 [2]湖南省心理健康教育研究基地,长沙410081 [3]湖南财政经济学院学生工作部,长沙410205 [4]江西中医药大学江西省中医药管理局中医心理与脑科学重点研究室,南昌330004 [5]西藏藏医药大学学工处,拉萨850000

出　　处：《中国临床心理学杂志》2024年第6期1398-1404,1410,共8页Chinese Journal of Clinical Psychology

基　　金：湖南省教育科学“十四五”规划课题“校家社协同视域下农村留守儿童自立行为培养的路径研究”(课题编号:XJK24AJD025)。

摘　　要：目的:采用先量后质的递进(解释)式混合设计,探讨闪动技术对有童年创伤经历大学生社交焦虑的干预效果。方法:通过网络招募73名具有童年创伤经历且表现出社交焦虑症状的大学生,随机分为干预组(n=36)和控制组(n=37)。干预组接受连续六周(每周一次)的线上闪动技术个体干预,控制组不接受任何干预。使用交往焦虑量表在干预前、干预后和干预结束1个月后对两组的社交焦虑水平进行评估。干预后对干预组进行半结构访谈,以探究干预后的真实体验。结果:(1)量化分析结果显示,与控制组相比,干预组干预后社交焦虑得分显著下降,且每次干预后的主观痛苦得分也显著降低。(2)质性分析显示,参与者在干预过程中心理发展依次经历创伤处理期、转化期和成长期三个阶段。干预后的体验共包含六个主题:情绪梳理、认知加工偏向改变、认知重评、个人力量提升、社会功能增强及社交焦虑下降。结论:闪动技术干预能有效缓解有童年创伤经历大学生的社交焦虑症状,并促进其自我成长。Objective:This study aims to investigate the therapeutic effects of the Flash Technique on reducing social anxiety among college students with a history of childhood trauma using an explanatory mixed method design.Methods:A total of 73 college students who had experienced childhood trauma and exhibited social anxiety were recruited online and randomly assigned to the experimental group(n=36)or the control group(n=37).The experimental group received individual online interventions using the Flash Technique once a week for six consecutive weeks,while the control group received no intervention.Social anxiety levels were assessed using the interaction anxiousness scale at three time points:preintervention,post-intervention,and one-month follow-up.Semi-structured interviews were also conducted postintervention to explore participants'experiences.Results:(1)Quantitative findings indicated that the experimental group showed a significant decrease in social anxiety scores following the Flash Technique intervention compared to the control group.Furthermore,the subjective units of disturbance scores within the experimental group were significantly reduced after each intervention session.(2)Qualitative results revealed that participants undergo three stages of psychological development during the intervention process:the trauma processing period,the transformation period,and the growth period.These stages encompass six themes related to post-intervention experiences:emotional regulation,changes in cognitive bias,cognitive reappraisal,enhancement of personal strength,improvement of social functioning,and reduction of social anxiety.Conclusion:The Flash Technique intervention effectively alleviate social anxiety and promoted self-growth in college students with childhood trauma experiences.

关 键 词：闪动技术 童年创伤 社交焦虑 递进(解释)式混合设计 

分 类 号：R395.5[哲学宗教—心理学]