中学生社交焦虑的认知行为模型与联合干预

Cognitive Behavioral Model and Joint Intervention of Middle School Students’ Social Anxiety

青春期是社交焦虑产生和发展的关键时期。本研究聚焦于青春期中学生社交焦虑的认知行为成因与干预。采取分层随机抽样的方法,选取500名中学生。采用贝克抑郁自评量表(BDI)、贝克焦虑自评量表(BAI)、社交焦虑量表(SAS)、自我效能感量表(GSES)、负性自我评价量表(NSES)、情绪调节问卷(ERQ)、青少年社交技能量表(ASSI),分别对中学生的心理健康、社交焦虑、自我效能感、负性自我评价恐惧、情绪调节和社交能力进行测量;采用相关分析、回归分析的方法。结果发现心理健康与对他人评价的恐惧、交往困难、公共场合不适应和情绪不安等因素高相关,并建立认知行为模型;此外,对中学生开展为期八周的认知行为疗法和家庭干预的联合干预,结果发现接受联合干预后,实验组社交焦虑水平显著降低,自我效能感偏低和负向思维偏好的情况得到了显著改善,对照组社交焦虑水平、情绪调节能力和社交能力水平没有显著变化。

Adolescence is a critical period for the emergence and development of social anxiety. This study fo-cused on the cognitive-behavioral causes and interventions of socially anxious middle school stu-dents in adolescence. A stratified random sample of 500 middle school students was selected to examine the psychological well-being, self-efficacy, negative self-evaluation scale (NSES), emotion regulation questionnaire (ERQ), and adolescent social skills scale (ASSI) of socially anxious middle school students using the Beck Depression Inventory (BDI), Beck Anxiety Inventory (BAI), Social Anxiety Scale (SAS), Self-Efficacy Scale (GSES), Negative Self-Esteem Scale (NSES), Emotion Regula-tion Questionnaire (ERQ), and Adolescent Social Skills Inventory (ASSI), respectively. Psychological well-being, self-efficacy, negative self-evaluation fear, emotion regulation, and social skills of socially anxious middle school students were measured, and the cognitive-behavioral model of social anxi-ety was validated using correlation and regression analyses. The results illustrated high correla-tions between psychological well-being and fear of evaluation of others, difficulties in interactions, maladjustment in public situations, and emotional disturbance. In addition, a combined interven-tion of cognitive-behavioral therapy and family intervention was conducted. The results revealed that after receiving the combined intervention, social anxiety was significantly improved in the ex-perimental group, and the control group showed no significant change in the level of social anxiety and significant improvement in self-efficacy and negative thinking preference, while there was no significant change in the level of emotion regulation ability and social skills.