本文選題：心理創(chuàng)傷 + 心理復(fù)原力　； 參考：《西南大學(xué)》2011年博士論文

【摘要】：從現(xiàn)象學(xué)的角度來(lái)看,心理復(fù)原力(resilience)是指?jìng)�(gè)體在經(jīng)歷困境或創(chuàng)傷后仍然能回復(fù)到良好適應(yīng)狀況的現(xiàn)象,其中,重大困境和積極適應(yīng)是心理復(fù)原現(xiàn)象的核心特征。在本研究中,心理復(fù)原力是指汶川大地震親歷者在創(chuàng)傷暴露后,沒(méi)有出現(xiàn)創(chuàng)傷后應(yīng)激障礙(posttraumatic stress disorder,PTSD),恢復(fù)和保持健康的身心狀態(tài)。當(dāng)前主要從能力、結(jié)果和過(guò)程三種角度探討心理復(fù)原力的內(nèi)涵。從篩選被試的角度來(lái)看,探討與心理復(fù)原力相關(guān)的的認(rèn)知神經(jīng)基礎(chǔ)和機(jī)制的研究主要存在能力和結(jié)果兩種取向。 能力取向的研究通過(guò)心理復(fù)原力量表(比如,the resilience scale、the Conner-Davidson scale等),篩選出高特質(zhì)性和低特質(zhì)性復(fù)原力被試,通過(guò)比較兩類被試在認(rèn)知加工過(guò)程中的差異,揭示特質(zhì)性復(fù)原力(trait resilience)相關(guān)的認(rèn)知神經(jīng)基礎(chǔ)及其機(jī)制。在這一取向的文獻(xiàn)中,積極情緒性和情緒調(diào)節(jié)是特質(zhì)性復(fù)原力認(rèn)知神經(jīng)研究的焦點(diǎn),形成特質(zhì)性復(fù)原力的雙重加工理論和情緒靈活性理論。結(jié)果取向的學(xué)者主張從“積極適應(yīng)”的角度確定心理復(fù)原的標(biāo)準(zhǔn)(比如,社會(huì)適應(yīng)的狀況、PTSD癥狀等),將創(chuàng)傷暴露后有沒(méi)有罹患病理性障礙作為甄別心理復(fù)原和非心理復(fù)原個(gè)體的依據(jù),通過(guò)比較這兩組被試在認(rèn)知加工過(guò)程和大腦結(jié)構(gòu)的差異,揭示狀態(tài)性心理復(fù)原(state resilience)的認(rèn)知神經(jīng)基礎(chǔ)及其機(jī)制。在這一取向的文獻(xiàn)中,認(rèn)知加工偏向、創(chuàng)傷性情緒是狀態(tài)性復(fù)原力認(rèn)知神經(jīng)研究的熱點(diǎn),并提出狀態(tài)性心理復(fù)原與創(chuàng)傷記憶的表征、認(rèn)知情緒的調(diào)節(jié)、積極情緒體驗(yàn)密切相關(guān)的理論假設(shè)。 既往的文獻(xiàn)表明,創(chuàng)傷暴露對(duì)PTSD和心理復(fù)原親歷者的大腦結(jié)構(gòu)和功能都會(huì)產(chǎn)生影響；能否從消極情緒中快速恢復(fù)決定著創(chuàng)傷親歷者是否能夠?qū)崿F(xiàn)心理復(fù)原,而情緒的恢復(fù)以及病理性反應(yīng)的消退與親歷者的積極情緒、認(rèn)知情緒調(diào)節(jié)密切相關(guān)。盡管以往的研究在能力和結(jié)果兩種取向下對(duì)心理復(fù)原力的認(rèn)知神經(jīng)機(jī)制進(jìn)行初步探討,但是還有許多問(wèn)題尚待解決,比如,在篩選被試的過(guò)程中,能力取向與結(jié)果取向能否得到兼顧?PTSD和心理復(fù)原親歷者對(duì)地震相關(guān)詞(地震災(zāi)害詞、地震救援詞)是否存在認(rèn)知加工偏向?PTSD和心理復(fù)原親歷者是否存在內(nèi)隱情緒的偏向?在認(rèn)知情緒調(diào)節(jié)過(guò)程中,PTSD和心理復(fù)原親歷者主要的差異體現(xiàn)在哪些方面?哪種調(diào)節(jié)策略在親歷者實(shí)現(xiàn)心理復(fù)原的過(guò)程中起到關(guān)鍵的作用? 本研究在汶川地震發(fā)生2年后,通過(guò)問(wèn)卷調(diào)查和ERP技術(shù),對(duì)比PTSD組和心理復(fù)原組大學(xué)生在認(rèn)知自動(dòng)加工、內(nèi)隱情緒以及在認(rèn)知情緒調(diào)節(jié)過(guò)程中的差異,揭示與心理復(fù)原相關(guān)的認(rèn)知和情緒特征。 研究一使用問(wèn)卷法,明確特質(zhì)性復(fù)原力和認(rèn)知情緒調(diào)節(jié)策略(認(rèn)知重評(píng)策略、表達(dá)抑制策略)分別在地震創(chuàng)傷暴露與親歷者PTSD癥狀之間的作用機(jī)制(研究一b)。在問(wèn)卷調(diào)查之前,對(duì)心理復(fù)原力量表(RS)進(jìn)行修訂,以確定其在地震災(zāi)區(qū)大學(xué)生中的心理測(cè)量學(xué)指標(biāo)(研究一a)。888名汶川地震重災(zāi)區(qū)大學(xué)生參加研究一a的量表修訂工作。研究一a的結(jié)果顯示,地震災(zāi)區(qū)大學(xué)生心理復(fù)原力包含可控性、堅(jiān)持性、效能感、獨(dú)立性4個(gè)方面；各項(xiàng)擬合指數(shù)表明,4因素模型具有良好的結(jié)構(gòu)效度；以PTSD、抑郁、焦慮以及神經(jīng)質(zhì)、外向性作為效標(biāo),心理復(fù)原力與PTSD、抑郁、焦慮、神經(jīng)質(zhì)呈負(fù)相關(guān)(p s0.01),而與外向性呈正相關(guān)(p0.01)；量表的內(nèi)部一致性系數(shù)為0.94,間隔6個(gè)月的重測(cè)系數(shù)為0.82。這表明,心理復(fù)原力量表(中文版)具有良好的心理測(cè)量學(xué)特性。433名汶川地震重災(zāi)區(qū)大學(xué)生參加研究一b的問(wèn)卷調(diào)查。調(diào)查結(jié)果顯示,在汶川地震發(fā)生2年后,創(chuàng)傷恢復(fù)的地震親歷大學(xué)生在創(chuàng)傷反應(yīng)上顯著輕于PTSD大學(xué)生,在消極情感、抑郁情緒和焦慮情緒上顯著低于PTSD大學(xué)生,而在積極情感上顯著高于PTSD大學(xué)生；先后按照調(diào)節(jié)效應(yīng)、中介效應(yīng)的檢驗(yàn)程序,特質(zhì)性復(fù)原力、認(rèn)知重評(píng)調(diào)節(jié)策略在地震創(chuàng)傷暴露和災(zāi)區(qū)大學(xué)生PTSD癥狀之間起到部分中介作用。這表明,心理復(fù)原組大學(xué)生比PTSD組大學(xué)生體驗(yàn)到較少的PTSD癥狀,更多的積極情緒；篩選心理復(fù)原被試應(yīng)該綜合考慮親歷者的特質(zhì)性復(fù)原力和心理復(fù)原狀態(tài)兩個(gè)方面；認(rèn)知情緒調(diào)節(jié)是地震親歷大學(xué)生心理復(fù)原的重要機(jī)制。 研究二分別使用情緒Stroop測(cè)驗(yàn)、閾下掩蔽啟動(dòng)測(cè)驗(yàn),探討PTSD組和心理復(fù)原組大學(xué)生對(duì)地震相關(guān)詞(地震災(zāi)害詞、地震救援詞)的自動(dòng)加工特征。在情緒Stroop測(cè)驗(yàn)(研究二a)中,行為數(shù)據(jù)顯示,PTSD大學(xué)生對(duì)地震災(zāi)難詞的反應(yīng)時(shí)明顯地長(zhǎng)于對(duì)無(wú)關(guān)詞的反應(yīng)時(shí)；ERP數(shù)據(jù)表明,PTSD組比心理復(fù)原組大學(xué)生誘發(fā)了更正的N1成分,同時(shí),在PTSD組大學(xué)生中,地震災(zāi)害詞比無(wú)關(guān)詞誘發(fā)一個(gè)更負(fù)的P2成分,在230-370ms時(shí)間窗口地震災(zāi)害詞比地震救援詞、無(wú)關(guān)詞誘發(fā)一個(gè)更負(fù)的ERP波幅。這表明,地震發(fā)生2年后,PTSD組大學(xué)生仍然對(duì)地震災(zāi)害詞產(chǎn)生注意偏向。在以地震災(zāi)害詞、地震救援詞和地震無(wú)關(guān)詞作為啟動(dòng)詞的閾下啟動(dòng)測(cè)驗(yàn)(研究二b)中,ERP結(jié)果表明,在PTSD組大學(xué)生中,地震災(zāi)害詞比無(wú)關(guān)詞誘發(fā)一個(gè)更正的P2成分,同時(shí),在300-400ms,地震災(zāi)害詞比地震救援詞、地震無(wú)關(guān)詞誘發(fā)一個(gè)更負(fù)的ERP波幅。結(jié)合以往的研究結(jié)果,研究二b的結(jié)果表明,地震災(zāi)害詞在無(wú)意識(shí)層面上激活PTSD組大學(xué)生地震情景記憶的提取。研究二的結(jié)果表明,地震發(fā)生2年后,心理復(fù)原組大學(xué)生沒(méi)有對(duì)地震相關(guān)詞產(chǎn)生自動(dòng)加工偏向。 研究三使用問(wèn)卷和情緒Stroop測(cè)驗(yàn),探討心理復(fù)原組大學(xué)生的外顯和內(nèi)隱情緒特征。首先從中文詞典和前人的研究中篩選出267個(gè)描述情緒狀態(tài)的情緒形容詞,并通過(guò)對(duì)其進(jìn)行標(biāo)準(zhǔn)化,建立情緒形容詞詞庫(kù)(研究三a)。結(jié)果顯示,中國(guó)大學(xué)生是從愉悅度、喚醒度、優(yōu)勢(shì)度和熟悉度四個(gè)方面對(duì)情緒詞進(jìn)行認(rèn)知的,在愉悅度上分為正性和負(fù)性兩個(gè)維度。在此基礎(chǔ)上,使用積極情感和消極情感量表(PANAS)、抑郁自評(píng)量表(SDS)、焦慮自評(píng)量表(SAS)以及情緒Stroop測(cè)驗(yàn)考察PTSD組和心理復(fù)原組大學(xué)生的內(nèi)隱情緒特征(研究三b)。問(wèn)卷結(jié)果顯示,心理復(fù)原組比PTSD組大學(xué)生體驗(yàn)到更多積極情感,更少的焦慮、抑郁和消極情感；情緒Stroop測(cè)驗(yàn)的行為數(shù)據(jù)表明,心理復(fù)原組大學(xué)生對(duì)正性情緒詞的按鍵反應(yīng)時(shí)短于對(duì)負(fù)性情緒詞的時(shí)間；ERP數(shù)據(jù)顯示,在心理復(fù)原大學(xué)生中,正性情緒詞比負(fù)性情緒詞誘發(fā)更正的P2、N2、P360-450成分；溯源分析結(jié)果表明,N2、晚期正成分的腦內(nèi)源,分別位于前扣帶回、紋狀體的尾狀體。研究三的結(jié)果表明,心理復(fù)原組大學(xué)生不僅體驗(yàn)到外顯的積極情緒,而且對(duì)積極情緒產(chǎn)生內(nèi)隱偏向。 研究四先、后采用內(nèi)隱聯(lián)想測(cè)驗(yàn)和有意情緒調(diào)節(jié)范式,分別探討PTSD組和心理復(fù)原組大學(xué)生對(duì)認(rèn)知重評(píng)、表達(dá)抑制策略的內(nèi)隱態(tài)度,以及在有意識(shí)進(jìn)行認(rèn)知重評(píng)、表達(dá)抑制調(diào)節(jié)過(guò)程中的差異。內(nèi)隱態(tài)度測(cè)驗(yàn)(研究四a)結(jié)果顯示,相容歸類的按鍵反應(yīng)時(shí)顯著短于不相容條件,并且PTSD組和心理復(fù)原組大學(xué)生在認(rèn)知重評(píng)策略的內(nèi)隱態(tài)度效應(yīng)量上存在顯著的差異。對(duì)認(rèn)知重評(píng)策略內(nèi)隱態(tài)度測(cè)驗(yàn)的ERP結(jié)果顯示,與認(rèn)知重評(píng)策略的不相容歸類任務(wù)相比,相容歸類任務(wù)使PTSD組大學(xué)生誘發(fā)了更負(fù)的N2和晚期正成分(LPP)；對(duì)表達(dá)抑制策略內(nèi)隱態(tài)度測(cè)驗(yàn)的ERP結(jié)果顯示,歸類任務(wù)與組別的主效應(yīng)、交互效應(yīng)均不顯著。有意情緒調(diào)節(jié)實(shí)驗(yàn)(研究四b)結(jié)果顯示,心理復(fù)原組大學(xué)生比PTSD組大學(xué)生更傾向于使用認(rèn)知重評(píng)策略；兩組被試在情緒調(diào)節(jié)后對(duì)自己情緒愉悅度的評(píng)定結(jié)果顯示,心理復(fù)原組大學(xué)生只有在表達(dá)抑制條件下與觀看條件下的差異顯著,PTSD組大學(xué)生在認(rèn)知重評(píng)、表達(dá)抑制條件下與觀看條件下的差異顯著,而兩組被試對(duì)自己情緒喚醒度的評(píng)定沒(méi)有顯著差異；ERP結(jié)果顯示,與觀看任務(wù)相比,認(rèn)知重評(píng)任務(wù)、表達(dá)抑制任務(wù)使PTSD大學(xué)生誘發(fā)了更負(fù)的N2成分,腦內(nèi)源位于扣帶回。研究四的結(jié)果表明,心理復(fù)原組大學(xué)生有效地使用認(rèn)知重評(píng)策略,降低地震情景圖片帶來(lái)的不愉快情緒和認(rèn)知沖突。 綜上所述,通過(guò)與PTSD組大學(xué)生的對(duì)比,從心理復(fù)原組大學(xué)生中概括出與心理復(fù)原相關(guān)的認(rèn)知、情緒特征：汶川地震發(fā)生2年以后,心理復(fù)原大學(xué)生對(duì)地震相關(guān)詞語(yǔ)(地震災(zāi)害詞、地震救援詞)自動(dòng)加工偏向減弱,同時(shí),體驗(yàn)到更多積極情緒和內(nèi)隱偏向；在認(rèn)知情緒調(diào)節(jié)過(guò)程中,心理復(fù)原大學(xué)生更有效地使用認(rèn)知重評(píng)策略調(diào)節(jié)對(duì)地震創(chuàng)傷的認(rèn)知和情緒加工
[Abstract]:In this study , the psychological recovery force refers to the phenomenon that an individual can still return to a good adaptation condition after experiencing difficulty or trauma . In the present study , the psychological recovery force refers to the psychological recovery from three aspects : ability , result and process .


In the literature of this orientation , positive emotion and mood regulation are the focus of cognitive neuroresearch on the cognitive process and the theory of emotional flexibility .


Previous literature has shown that the brain structure and function of trauma exposure to post - traumatic and psychological recovery will have an impact on the brain structure and function ;
In the process of cognitive emotion regulation , whether the orientation of ability and the orientation of the result can be taken into account ?


After two years of Wenchuan earthquake , the cognitive and emotional characteristics related to psychological recovery were revealed through questionnaires and ERP techniques , compared with the cognitive automatic processing , implicit emotion and cognitive emotion regulation .


In this paper , a questionnaire method was used to determine the mechanism of the action of trait resilience and cognitive emotion regulation strategies ( cognitive reevaluation strategy and expression inhibition strategy ) between the exposure of the earthquake and the symptoms of the relatives of the relatives . The psychological recovery force table ( RS ) was revised to determine the psychometrics of the college students in the earthquake - affected areas ( a ) .
The fitting index shows that the four - factor model has good structural validity .
There was a negative correlation between psychological recovery ( P < 0.01 ) and extroversion ( p0.01 ) .
The internal consistency coefficient of the scale is 0.94 , and the re - test coefficient is 0.82 . This shows that the psychological recovery force meter ( Chinese version ) has good psychometric characteristics .
According to the regulation effect , the intermediate effect test procedure , the characteristic resilience , the cognitive re - evaluation adjustment strategy plays a part mediating effect between the earthquake wound exposure and the symptoms of the college students ' s .
Screening psychological recovery should take into account both the characteristics of the relatives and the state of psychological recovery .
Cognitive emotion regulation is an important mechanism for psychological recovery of college students .


In the Stroop test ( study IIa ) , the behavioral data show that the response to earthquake disaster words is obviously longer than that of unrelated words .
The results of this study indicate that in two years of earthquake disaster words , there is no more negative ERP amplitude induced by earthquake disaster words than that of earthquake rescue words and earthquake - related words .


Based on the study of three questionnaires and emotional Stroop tests , 267 emotional adjectives describing emotional states were selected from four aspects : pleasure , arousal , dominance and familiarity . The results showed that Chinese college students were divided into positive and negative aspects by standardizing them .
The behavioral data of the emotional Stroop test shows that the mental recovery group is shorter than the negative emotion word when the key response of the positive emotion word is responded to ;
ERP data showed that positive emotion words induced correction P2 , N2 , P360 - 450 in psychological recovery college students .
The results of tracing analysis showed that the endogenous brain sources of N2 and advanced positive components were located in the tail of the anterior buckle and the striatum , respectively . The results showed that the psychological recovery group didn ' t only experience the positive emotion , but also the implicit bias to the positive emotion .


In this paper , the implicit attitude test and the intentional emotion regulation model were used to study the implicit attitude of cognitive reevaluation , expression inhibition strategy and the difference of implicit attitude effect in cognitive reevaluation .
The results of ERP showed that students in psychological recovery group tended to use cognitive re - evaluation strategies .
The results showed that the students of psychological recovery group were significantly different from the viewing conditions under the condition of expressing inhibition , and the difference between the two groups was significant under the condition of cognitive review , expression inhibition and viewing conditions , while the two groups had no significant difference in the assessment of their emotional arousal .
The results of ERP showed that compared with the viewing task , the cognitive re - evaluation task and the expression inhibition task caused the university students to induce more negative N2 components and the endogenous brain sources were located in the buckle belt . The results showed that the psychological recovery group college students effectively used the cognitive re - evaluation strategy and reduced the unpleasant emotion and cognitive conflict brought by the pictures of the seismic scene .


In conclusion , the cognitive and emotional characteristics related to psychological recovery are summed up from the psychological recovery group by comparing with the college students in the psychological recovery group . After two years of the Wenchuan earthquake , the psychological recovery college students tend to weaken the automatic processing of the earthquake related words ( earthquake disaster words and earthquake rescue words ) , and meanwhile , experience more positive emotion and implicit bias ;
In the process of cognitive emotion regulation , psychological recovery students use cognitive reevaluation strategies to adjust the cognition and emotional processing of seismic trauma .
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2011
【分類號(hào)】：B844.2

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