团体认知治疗对网络成瘾大学生负性情绪与冲动性的干预效果

Effect of group cognitive therapy on negative emotion and impulsivity of college students with Internet addiction

目的采取团体认知治疗方法,比较干预组和对照组网络成瘾大学生在负性情绪以及冲动性方面的差异变化,探索团体治疗网络成瘾的效果。方法将招募的贵阳某高校33名网络成瘾大学生随机分为干预组(16名)和对照组(17名),在干预前后进行网络成瘾量表、抑郁自评量表、焦虑自评量表、UPPSP冲动行为量表的测量。采用事件相关电位(ERP)技术,检测两组被试在干预前后与冲动抑制功能相关的脑电成分差异。结果对照组干预前后两次网络成瘾、焦虑、抑郁及冲动性的得分变化均无统计学意义(P值均>0.05);对照组后测N1波幅高于前测(t值分别为-3.32,-3.19,P值均<0.05),N2、P3的波幅变化均无统计学意义(P值均>0.05)。干预组干预前后的抑郁、焦虑得分下降(t值分别为2.20,2.45,P值均<0.05);消极紧迫感及积极紧迫感得分下降(t值分别为3.84,3.44,P值均<0.05);干预组干预后,N1波幅的反应任务(GO)和停止任务(STOP)均高于前测(t值分别为-3.08,-2.72,P值均<0.05),N2、P3的STOP均低于前测(t值分别为2.10,2.07,P值均<0.05)。结论团体认知治疗可以改善网络成瘾大学生的负性情绪,降低冲动性水平,并在一定程度上改善其冲动控制功能。

Objective To explore the effects of group cognitive therapy on negative emotions and impulsivity among college students with Internet addiction. Methods 33 college students with Internet addiction from one university in Guiyang were randomly divided into intervention group(n=16) and control group(n=17). Before and after the intervention, the Young’s Internet Addiction Test, Self-rating Depression Scale, Self-rating Anxiety Scale and UPPSP Impulsive Behavior Scale were administered. In addition, the event-related potential(ERP) technology was used to detect the differences in EEG components related to impulse suppression between the two groups before and after the intervention. Results There were no statistically significant changes in the scores of Internet addiction, anxiety, depression, and impulsivity in the control group before and after(P>0.05);the N1 amplitude in the control group was higher than that in the previous test(t=-3.32,-3.19, P<0.05), and the changes in the amplitude of N2 and P3 were not statistically significant(P>0.05). The depression and anxiety scores of the intervention group were significantly lower than those of the pre-test(t=2.20, 2.45, P<0.05);the negative urgency and positive urgency scores were significantly lower than those of pre-test(t=3.84, 3.44, P<0.05);the N1 amplitude of the intervention group after treatment was higher than the previous test(t=-3.08,-2.72, P<0.05), and the N2 and P3 were lower than the previous test(t=2.10, 2.07, P<0.05). Conclusion Group cognitive therapy can improve the negative emotions of college students with Internet addiction, reduce the impulsivity level of college students with Internet addiction, and improve the impulse control function of college students with Internet addiction to a certain extent.