聋哑青少年社交焦虑的解释偏差矫正干预研究

发布时间：2018-02-26 23:18

  本文关键词： 聋哑青少年 社交焦虑 解释偏差 解释偏差矫正　出处：《安徽医科大学》2016年硕士论文　论文类型：学位论文

【摘要】：目的:聋哑青少年群体比健听群体和其他时期的聋哑群体有着更为普遍和严重的社交焦虑,而认知偏差正是社交焦虑者的重要认知特征,高社交焦虑个体对模糊社交情境刺激存在更负性的或者更具威胁性的解释和评价。近年来,研究者发展出专门针对解释偏差进行干预的矫正方法,帮助广大的社交焦虑和其他焦虑障碍患者减轻了焦虑症状,获得了积极的干预效果。聋哑青少年的心理健康状况备受社会关注,目前对这一特殊群体的社交焦虑研究多集中在描述和解释,很少涉及预测和控制。传统的认知行为疗法和访谈法等操作难度较大,实施效果也并不理想,临床应用前景薄弱。本研究旨在了解高社交焦虑聋哑青少年的解释偏差现状,探索解释偏差矫正方法对聋哑青少年社交焦虑症状的干预效果。方法:筛选高社交焦虑聋哑青少年50名,其中干预组和对照组各25人。用自编计算机化的解释偏差矫正程序对干预组进行每周1次,为期5周的干预。对照组安排非干预性质的简单任务。两组在干预前后都采用青少年社交焦虑量表(SAS-A)测量社交焦虑水平,采用自编解释偏差问卷评估被试的解释偏差状况。最后一次干预结束2周后重测,比较干预前后高社交焦虑聋哑青少年的解释偏差和社交焦虑改变情况。结果:在正性解释偏差方面,时间的主效应显著,F(1,48)=27.67,P0.001;组别的主效应显著,F(1,48)=15.53,P0.001;交互作用显著,F(1,48)=16.08,P0.001。进一步简单效应分析得出,两组间前测无差异,F(1,48)=0.16,P=0.691,后测差异显著,F(1,48)=24.43,P0.001。干预组内前测[(61.32±5.08)分]高于后测[(51.24±6.80)分],干预前后差异显著,F(1,48)=42.97,P0.001,对照组内前测[(61.88±4.81)分],后测[(60.52±6.48)分],前后无差异,F(1,48)=0.78,P=0.381。在负性偏差方面,时间的主效应显著,F(1,48)=29.14,P.001;组别的主效应显著,F(1,48)=25.45,P0.001;交互作用显著,F(1,48)=32.55,P0.001。进一步简单效应分析得出,两组间前测无差异,F(1,48)=0.64,P=0.428,后测差异显著,F(1,48)=41.70,P0.001。干预组内前测[(52.08±4.42)分]低于后测[(62.20±7.26)分],干预前后差异显著,F(1,48)=61.64,P0.001,对照组内前测[(51.08±4.43)分],后测[(50.80±5.03)分],前后无差异,F(1,48)=0.05,P=0.829。在社交焦虑方面,时间的主效应显著,F(1,48)=13.99,P0.001;组别的主效应显著,F(1,48)=13.23,P0.01;交互作用显著,F(1,48)=20.34,P0.001。进一步简单效应分析得出,两组间前测无差异显著,F(1,48)=0.99,P=0.322,后测有显著差异,F(1,48)=27.54,P0.001。干预组内前测[(46.40±5.70)分]高于后测[(39.96±5.78)分],干预前后差异显著,F(1,48)=34.04,P0.001。对照组内前测[(47.96±5.32)分],后测[(48.56±5.81)分],前后差异不显著,F(1,48)=0.29,P=0.589。结论:高社交焦虑聋哑青少年存在显著的负性解释偏差,并且解释偏差矫正训练能够有效地降低聋哑青少年的负性解释偏差,缓解社交焦虑状况。
[Abstract]:Objective: the deaf youth groups and other groups to listen to the period of deaf group has a more widespread and serious social anxiety than health, and cognitive bias is an important cognitive feature of social anxiety, social anxiety and more negative stimulation of fuzzy social situations or more threatening interpretation and evaluation in recent years. Here, researchers develop the correction method specifically for the explanatory bias of intervention, help patients with social anxiety and other anxiety disorders the reduced anxiety symptoms, obtained positive intervention effect. The mental health status of deaf adolescents social concern, the study of social anxiety on this special group focused on description and explanation rarely, prediction and control. The traditional operation difficulty of cognitive behavioral therapy and interviews is larger, the implementation effect is not ideal, clinical application of this research is weak. In order to understand the situation to explain the deviation of high social anxiety of deaf youth, exploring the explanatory bias correction methods of deaf adolescents' social anxiety intervention. Methods: screening the high social anxiety of deaf youth 50, the intervention group and the control group of 25. With computerized self explanatory bias correction procedure of the intervention group was given 1 times a week and 5 weeks of intervention. The control group is not a simple task. The nature of the intervention in the two groups before and after intervention with the adolescent social anxiety scale (SAS-A) measure the level of social anxiety, with the self explanatory bias assessment questionnaire to explain deviations subjects. The intervention last 2 weeks after the end of the retest, comparative interpretation the deviation of social anxiety and social anxiety of deaf adolescents before and after intervention change. Results: under positive explanatory bias, the main effect of time was F (1,48) =27.67, P0.001; the main group 鏁堝簲鏄捐憲,F(1,48)=15.53,P0.001;浜や簰浣滅敤鏄捐憲,F(1,48)=16.08,P0.001.杩涗竴姝ョ畝鍗曟晥搴斿垎鏋愬緱鍑，

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