线上团体接纳承诺疗法对相貌负面身体自我大学生心理灵活性的影响

Effect of online acceptance and commitment therapy group intervention on psychological flexibility of undergraduate students with facial negative physical self

目的探讨线上接纳承诺疗法(acceptance and commitment therapy,ACT)团体辅导对相貌负面身体自我大学生心理灵活性的干预效果。方法于2022年3—6月,在浙江某高校招募、评估并筛选出32名相貌负面身体自我大学生作为被试,采用随机数字表法分为训练组(n=16)和对照组(n=16)。对训练组进行持续20 d的线上ACT团体辅导,对照组在训练组干预期间保持等待。分别于干预前、干预后、干预1个月后采用认知融合问卷(cognitive fusion questionnaire,CFQ)、接纳与行动问卷第二版(acceptance and action questionnaire versionⅡ,AAQ-Ⅱ)和负面身体自我量表相貌分量表(negative physical self scale-face,NPSS-F)对两组被试进行评估。采用SPSS 26.0对数据进行重复测量方差分析。结果(1)CFQ得分变化上,组别与时间的交互作用显著[F_((1.625,48.755))=4.316,P=0.025,η_(p)^(2)=0.126]。干预后训练组的CFQ得分低于对照组[(34.38±8.66)分,(40.94±8.82)分,P<0.05];训练组的干预后和干预后1个月CFQ得分[(36.00±9.49)分]均低于干预前[(41.87±8.72)分,均P<0.05]。(2)AAQ-Ⅱ得分变化上,组别与时间的交互作用边缘显著[F(_(2,29))=3.009,P=0.065,η_(p)^(2)=0.172]。训练组干预后的AAQ-Ⅱ得分低于对照组[(24.12±4.97)分,(28.69±6.78)分,P<0.05];训练组的干预后AAQ-Ⅱ得分低于干预前[(28.75±6.11)分,P<0.05]。(3)NPSS-F得分变化上,组别与时间的交互作用不显著[F(_(2,29))=1.509,P=0.238,η_(p)^(2)=0.094],时间主效应边缘显著[F(_(2,29))=3.315,P=0.051,η_(p)^(2)=0.186]。干预后训练组的NPSS-F得分低于干预前[(16.06±6.67)分,(18.81±7.85)分,P<0.05]。结论线上ACT团体辅导可以有效降低相貌负面身体自我大学生的认知融合和经验性回避水平,提升其心理灵活性水平。

Objective To investigate the effect of online acceptance and commitment therapy(ACT)group intervention on psychological flexibility of undergraduate students with facial negative physical self.Methods From March to June 2022,thirty-two undergraduates with facial negative physical self-image were recruited,assessed and selected from a university in Zhejiang Province.The subjects were randomly divided into the training group(n=16)and the control group(n=16).The training group received 20 days of online ACT group intervention,while the control group kept waiting.The cognitive fusion questionnaire(CFQ),acceptance and action questionnaire versionⅡ(AAQ-Ⅱ)and negative physical self scale-face(NPSS-F)were used to measure the two groups before and after intervention and 1 month after intervention.Repeated measurement analysis of variance(ANOVA)conducted was used to compare scale results with SPSS 26.0.Results(1)The interaction effect between group and time of CFQ scores was statistically significant(F_((1.625,48.755))=4.316,P=0.025,η_(p)^(2)=0.126).After intervention,the CFQ score of the training group was significantly lower than those of the control group(34.38±8.66,40.94±8.82,P<0.05).The CFQ scores of the training group after intervention and 1 month after intervention(36.00±9.49)were both significantly lower than those before intervention(41.87±8.72,all P<0.05).(2)The interaction effect between group and time of AAQ-Ⅱscores was marginally statistically significant(F(_(2,29))=3.009,P=0.065,η_(p)^(2)=0.172).After intervention,the AAQ-Ⅱscore of the training group was significantly lower than those of the control group(24.12±4.97,28.69±6.78,P<0.05).The AAQ-Ⅱscore of the training group after intervention was significantly lower than those before intervention(28.75±6.11,P<0.05).(3)The interaction effect between group and time of NPSS-F scores was not statistically significant(F(_(2,29))=1.509,P=0.238,η_(p)^(2)=0.094),while the main effect of time was marginally statistically significant between the two groups(F(_(2,29))=3.315,P=0.051,η_(p)^(2)=0.186).The NPSS-F score of the training group after intervention was significantly lower than those before intervention(16.06±6.67,18.81±7.85,P<0.05).Conclusion Online ACT group intervention can effectively reduce the cognitive fusion and experiential avoidance of undergraduate students with facial negative physical self,then can improve their psychological flexibility.