本文關(guān)鍵詞： 聾啞青少年 社交焦慮 解釋偏差 解釋偏差矯正　出處：《安徽醫(yī)科大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

【摘要】：目的:聾啞青少年群體比健聽群體和其他時期的聾啞群體有著更為普遍和嚴(yán)重的社交焦慮,而認知偏差正是社交焦慮者的重要認知特征,高社交焦慮個體對模糊社交情境刺激存在更負性的或者更具威脅性的解釋和評價。近年來,研究者發(fā)展出專門針對解釋偏差進行干預(yù)的矯正方法,幫助廣大的社交焦慮和其他焦慮障礙患者減輕了焦慮癥狀,獲得了積極的干預(yù)效果。聾啞青少年的心理健康狀況備受社會關(guān)注,目前對這一特殊群體的社交焦慮研究多集中在描述和解釋,很少涉及預(yù)測和控制。傳統(tǒng)的認知行為療法和訪談法等操作難度較大,實施效果也并不理想,臨床應(yīng)用前景薄弱。本研究旨在了解高社交焦慮聾啞青少年的解釋偏差現(xiàn)狀,探索解釋偏差矯正方法對聾啞青少年社交焦慮癥狀的干預(yù)效果。方法:篩選高社交焦慮聾啞青少年50名,其中干預(yù)組和對照組各25人。用自編計算機化的解釋偏差矯正程序?qū)Ω深A(yù)組進行每周1次,為期5周的干預(yù)。對照組安排非干預(yù)性質(zhì)的簡單任務(wù)。兩組在干預(yù)前后都采用青少年社交焦慮量表(SAS-A)測量社交焦慮水平,采用自編解釋偏差問卷評估被試的解釋偏差狀況。最后一次干預(yù)結(jié)束2周后重測,比較干預(yù)前后高社交焦慮聾啞青少年的解釋偏差和社交焦慮改變情況。結(jié)果:在正性解釋偏差方面,時間的主效應(yīng)顯著,F(1,48)=27.67,P0.001;組別的主效應(yīng)顯著,F(1,48)=15.53,P0.001;交互作用顯著,F(1,48)=16.08,P0.001。進一步簡單效應(yīng)分析得出,兩組間前測無差異,F(1,48)=0.16,P=0.691,后測差異顯著,F(1,48)=24.43,P0.001。干預(yù)組內(nèi)前測[(61.32±5.08)分]高于后測[(51.24±6.80)分],干預(yù)前后差異顯著,F(1,48)=42.97,P0.001,對照組內(nèi)前測[(61.88±4.81)分],后測[(60.52±6.48)分],前后無差異,F(1,48)=0.78,P=0.381。在負性偏差方面,時間的主效應(yīng)顯著,F(1,48)=29.14,P.001;組別的主效應(yīng)顯著,F(1,48)=25.45,P0.001;交互作用顯著,F(1,48)=32.55,P0.001。進一步簡單效應(yīng)分析得出,兩組間前測無差異,F(1,48)=0.64,P=0.428,后測差異顯著,F(1,48)=41.70,P0.001。干預(yù)組內(nèi)前測[(52.08±4.42)分]低于后測[(62.20±7.26)分],干預(yù)前后差異顯著,F(1,48)=61.64,P0.001,對照組內(nèi)前測[(51.08±4.43)分],后測[(50.80±5.03)分],前后無差異,F(1,48)=0.05,P=0.829。在社交焦慮方面,時間的主效應(yīng)顯著,F(1,48)=13.99,P0.001;組別的主效應(yīng)顯著,F(1,48)=13.23,P0.01;交互作用顯著,F(1,48)=20.34,P0.001。進一步簡單效應(yīng)分析得出,兩組間前測無差異顯著,F(1,48)=0.99,P=0.322,后測有顯著差異,F(1,48)=27.54,P0.001。干預(yù)組內(nèi)前測[(46.40±5.70)分]高于后測[(39.96±5.78)分],干預(yù)前后差異顯著,F(1,48)=34.04,P0.001。對照組內(nèi)前測[(47.96±5.32)分],后測[(48.56±5.81)分],前后差異不顯著,F(1,48)=0.29,P=0.589。結(jié)論:高社交焦慮聾啞青少年存在顯著的負性解釋偏差,并且解釋偏差矯正訓(xùn)練能夠有效地降低聾啞青少年的負性解釋偏差,緩解社交焦慮狀況。
[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.榪涗竴姝ョ畝鍗曟晥搴斿垎鏋愬緱鍑，

本文編號：1540111