scholarly journals 留守经历对大学生社交焦虑的影响 ——以一例大学生社交焦虑症个案为例

2019 ◽  
Vol 01 (02) ◽  
pp. 87-99
Author(s):  
胜杰 胡 ◽  
颖 韩
Keyword(s):  
College Students ◽  
Cognitive Behavioral Therapy ◽  
Negative Impact ◽  
Behavioral Therapy ◽  
Cognitive Behavioral ◽  
Subjective Distress ◽  
Attachment Relationship ◽  
Processing Mode ◽  
Left Behind ◽  
Cognitive Information

本研究以一例大学生社交焦虑症来访者为例，通过严格的个案概念化形成对其认知信息加工模式的评估和理解 , 选用认知行为疗法进行咨询 , 并采用症状自评量表（SCL-90）对求助者进行咨询前后测评，评估症状改善情况。结果：有留守经历大学生在人际互动中特有的认知信息加工模式可能为：他人和世界是冷漠的，不可能获得爱和理解。咨询后求助者躯体化、抑郁、焦虑因子分均低于前测，主观困扰减少。结论：（1）认知行为疗法可以对个体的认知信息加工模式形成有效的理解。（2）有留守经历大学生因早年缺乏父母的关爱和陪伴，很难形成安全型依恋关系。（3）这种不安全型依恋关系会内化形成自己的内部工作模式，对其认知信息加工模式产生长期的负面影响。 Taking a case of a visitor who is a college student with social anxiety as an example, through the evaluation and understanding of his processing mode of cognitive information formed by strict case conceptualization, the study selects and uses cognitive behavioral therapy for counseling, and adopts SCL-90 to evaluate the patient before and after counseling, and evaluates the improved condition of symptoms. Results: In interpersonal interaction, the typical processing mode of cognitive information of college students with left-behind experience may be that others and the world are indifferent, and love and understanding are hardly gained from them. After consulting, with the reduced subjective distress, the scores of somatization, depression and anxiety factors of help seekers were lower than those of the pretest. Conclusion: (1) Cognitive behavioral therapy can form an effective understanding of processing mode of individual cognitive information; (2) College students with left-behind experience can hardly form a secure attachment relationship because they grow up without the care and company from their parents; (3) This insecure attachment relationship will internalize and form its own internal working mode, which will have a long-term negative impact on its processing mode of cognitive information.

scholarly journals Internet-Based Cognitive-Behavioral Therapy for College Students With Anxiety, Depression, Social Anxiety, or Insomnia: Four Single-Group Longitudinal Studies of Archival Commercial Data and Replication of Employee User Study

10.2196/17712 ◽  
2020 ◽  
Vol 4 (7) ◽  
pp. e17712
Author(s):  
Mark D Attridge ◽  
Russell C Morfitt ◽  
David J Roseborough ◽  
Edward R Jones
Keyword(s):  
Mental Health ◽  
College Students ◽  
Social Anxiety ◽  
Cognitive Behavioral Therapy ◽  
Survey Data ◽  
Clinical Symptoms ◽  
Behavioral Therapy ◽  
Cognitive Behavioral ◽  
Counseling Centers ◽  
Over Time

Background The growing behavioral health needs of college students have resulted in counseling centers reporting difficulties in meeting student demand. Objective This study aims to test the real-world voluntary use by college students of 4 digital, self-directed mental health modules based on a cognitive behavioral therapy clinical model. The findings were also compared with those of employee users. Methods Archival operational data from Learn to Live were extracted for student users at 4 colleges and universities in the Midwest region of the United States (N=951). The inclusion criteria were having clinical symptoms at established levels of moderate or higher severity and the use of 2 or more of the 8 lessons of a program within a 6-month period. Unique users in each program included 347 for depression; 325 for stress, anxiety, and worry; 203 for social anxiety; and 76 for insomnia. Paired t tests (two-tailed) compared the average level of change over time on a standardized measure of clinical symptoms appropriate to each program. Cohen d statistical effect sizes were calculated for each program. Potential moderator factors (age, gender, preliminary comprehensive assessment, number of lessons, duration, live coach support, and live teammate support) were tested together in repeated measures analysis of variance models with covariates in the full sample. Follow-up survey data (n=136) were also collected to explore user satisfaction and outcomes. Select data from another study of the same 4 programs by employee users meeting the same criteria (N=707) were examined for comparison. Results The percentage of users who improved to a clinical status of no longer being at risk after program use was as follows: stress, anxiety, and worry program (149/325, 45.8%); insomnia program (33/76, 43.4%), depression program (124/347, 35.7%); and social anxiety program (45/203, 22.2%). Significant improvements (all P<.001) over time were found in the mean scores for the clinical measures for each program: stress, anxiety, and worry (t324=16.21; d=1.25); insomnia (t75=6.85; d=1.10); depression (t346=12.71; d=0.91); and social anxiety (t202=8.33; d=0.80). Tests of the moderating factors across programs indicated that greater improvement was strongly associated with the use of more lessons and it also differed by program, by gender (males demonstrated more improvement than females), and by the use of live support (particularly coaching). Analyses of survey data found high satisfaction, improved academic outcomes, and successful integration into the university counseling ecosystem. The operational profile and outcomes of the college students were also similar to those of employee users of the same programs from our other study of employee users. Thus, this study provides a replication. Conclusions Self-directed internet-based cognitive behavioral therapy mental health modules are promising as a supplement to traditional in-person counseling services provided by college counseling centers.

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