叙事疗法为基础的循证心理干预对高中生自我同一性水平的提升效果

The Effect of Evidence-Based Psychological Intervention Based on Narrative Therapy on Self-identity Level of High School Students

目的:检验叙事疗法为基础的循证心理干预对高中生自我同一性水平的提升效果。方法:将45名同一性尚未达成的高一学生随机分为3组,每组15人,分别进行为期8周的循证心理干预、常规干预及空白干预。以自我同一性地位量表和同一性危机量表进行结局评估,以心理咨询效果评估量表(OQ-45.2)进行过程评估。结果:结局评估显示,相比前测,后测时循证干预组的自我同一性地位显著提高,同一性危机显著降低(P<0.001),2个月后的随访显示效果仍然维持;常规干预组的自我同一性地位无显著提高,同一性危机显著降低(P<0.01),随访显示效果不再维持;空白组的自我同一性地位和同一性危机变化均不显著。过程评估显示,循证干预组OQ-45.2总分及人际关系维度分数显著降低(P<0.01),常规干预组差异不显著。结论:叙事疗法为基础的循证心理干预能显著提升高中生的自我同一性水平,且在随访中仍维持显著效果。

Objective:To examine the effect of narrative therapy-based evidence-based psychological intervention on the enhancement of self-identity level in high school students.Methods:Forty-five high school students whose sameness had not yet been achieved were randomly divided into three groups of 15 students each and were given an 8-week evi-dence-based psychological intervention,a conventional intervention and a blank intervention,respectively.The outcome was assessed with the Self-identity Status Scale and the Identity Crisis Scale,and the process was assessed with the Out-come Questionnaire(OQ-45.2).Results:The outcome assessment showed that compared to the pretest,the evidence-based intervention group had a significantly higher self-identity status and a significant decrease in crisis of identity at the post-test(P<0.001),and the effect was maintained at the 2-month follow-up;the conventional intervention group showed no sig-nificant increase in self-identity status,while they had a significant decrease in crisis of identity(P<0.01),and the effect was no longer maintained at the follow-up;The changes in self-identity status and crisis of identity in the blank group were not significant.The process assessment showed a significant decrease in the OQ-45.2 total score and interpersonal dimen-sion scores in the evidence-based intervention group(P<0.01),while the difference was not significant in the conventional intervention group.Conclusion:Compared to the conventional intervention group and the blank group,the narrative thera-py-based evidence-based psychological intervention significantly increased the level of self-identity in high school stu-dents and maintained the effect at follow-up.