初中生心理灵活性干预方案开发及其对生涯适应力的影响
文献类型：学位论文
| 作者 | 刘子荻 |
| 答辩日期 | 2021-07 |
| 文献子类 | 硕士 |
| 授予单位 | 中国科学院心理研究所 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 李新影 |
| 关键词 | 接纳承诺疗法 DNA-V模型 中学生 心理灵活性 生涯适应力 |
| 学位名称 | 理学硕士（同等学力硕士） |
| 学位专业 | 应用心理学 |
| 其他题名 | A Study on the Effect of Psychological Flexibility Training on Improving Career Adaptability for Junior School Students |
| 中文摘要 | The global crisis of the new coronavirus epidemic has made the characteristics of the VUCA era such as volatility, uncertainty, complexity and ambiguity of social development more and more obvious. Studies have shown that individual psychological flexibility is an important cornerstone for maintaining mental health in the VUCA era, and career adaptability is a core competency to help adolescents prepare for their careers. To help adolescents better cope with the mental challenges of the VUCA era, reduce the incidence of depression, anxiety, obsessive-compulsive disorders, and create positive career development, this study developed a six-week intervention program based on the Discover noticer adviser-value (DNA-V) model of psychological flexibility for adolescents in junior high school. This study is based on the Acceptance Commitment Therapy Adolescent Psychological Flexibility Model (Discover noticer adviser -value, DNA-V) to develop a six-week localized intervention program for junior high school students in China and to test whether it is effective in enhancing the psychological flexibility of junior high school students in China.In this study, a cooperative agreement was signed with a middle school in Beijing, and 110 junior high school student subjects were recruited and randomly divided into DNA-V face-to-face course group (offline group, N=33), DNA-V online course group (online group, N=40), and positive psychology active control group (control group, N=37) on a class basis. All three groups of the above interventions were presented as daily psychology sessions for junior high school students, one credit hour per week for six weeks. The offline and online groups both used the DNA-V six-week intervention program as the course content, and the control group was a movie analysis course designed according to the positive psychology syllabus.Study 1 was to develop a localized DNA-V intervention program for junior high school students in China: we contacted Louise Hayes, the founder of DNA-V, to obtain the original DNA-V intervention program, translated the English program after her authorization and agreed to translate the DNA-V six-week psychological flexibility program based on the classic method of intervention program development, the Delphi method. Based on the Delphi method, the DNA-V six-week psychological flexibility training program was localized into a psychological curriculum for junior high school students in China, and developed into two types of curriculum content for online and offline delivery, monitored the quality of the intervention based on the action research paradigm, and gradually optimized the intervention program during the implementation.Study 2 tested whether the developed six-week DNA-V intervention program could effectively enhance the psychological flexibility of middle school students through a comparative intervention study. The change in psychological flexibility was quantitatively assessed by the Adolescent Psychological Flexibility Scale before (T1), 1 week after (T2), and 2 months after (T3) the intervention; and psychological interviews were conducted with the subjects throughout the intervention to further analyze the effect of the intervention by applying phenomenological qualitative analysis.Study 3 further examined whether the six-week DNA-V intervention was effective in improving junior high school students' career adaptability and whether psychological flexibility played a mediating role in the process of career adaptability improvement. The subjects' total career adaptability scores and the changes in the scores of four dimensions of career concern, career control, career curiosity and career confidence were assessed by the Career adaptability Scale at T1, T2 and T3, respectively; and to examine whether there was a mediating mechanism of psychological flexibility on the change of career adaptability in different intervention groups.This study used a 3 (between-subjects factor: offline group, online group, and control group) × 3 (within-subjects factor: T1 pre-test, T2 post-test, and T3 follow-up test) two-factor mixed design involving multiple follow-up measures at the individual level. To more rigorously control for correlations between within-individual measurements at different times from the same school and class, a linear mixed model (LMM) was used to analyze the experimental data via R language (v4.0.2) in the RStudio development environment, and a Monte Carlo was used to test for mediating effects. The results showed that the scores of psychological flexibility and career adaptability in the DNA-V offline group were higher in T2 and T3 than in T1 (p < 0.01), while the difference between T2 and T3 was not statistically significant. The differences in the levels of psychological flexibility and career adaptability in the online group at T1, T2, and T3 were not statistically significant. The control group showed an increase in psychological flexibility and career adaptability from T1 to T2 (p < 0.05), but T3 dropped back to a level that was not significantly different from T1. The mediation effect test revealed a significant mediation effect of the change scores of psychological flexibility on the change scores of their career adaptability for the subjects in the offline group.The study demonstrated that the six-week DNA-V offline intervention program developed in this study was applicable to junior high school students in China, and the six-week DNA-V offline intervention consistently and effectively improved the psychological flexibility and career adaptability of the junior high school students in this study 2 months after the intervention; and psychological flexibility played a mediating role in the process of improving career adaptability. It is suggested that the psychological flexibility enhancement training of middle school students helps to promote their career adaptability development. |
| 英文摘要 | 新型冠状病毒全球性疫情危机的发生，使社会发展的易变性（Volatility）、不确定性（Uncertainty）、复杂性（Complexity）和模糊性（Ambiguity）等VUCA时代特征愈发明显。已有研究表明，个体的心理灵活性是VUCA时代下个体保持心理健康的重要基石，而生涯适应力则是帮助青少年做好生涯准备的核心能力。为了帮助青少年更好应对VUCA时代的心智挑战，减少其罹患抑郁、焦虑、强迫等精神障碍的发病率，创造积极的生涯发展，本研究基于接纳承诺疗法青少年心理灵活性模型（Discover noticer adviser -value, DNA-V）开发适用于我国初中生的六周本土化干预方案，并检验其能否有效提升我国初中生的心理灵活性；同时进一步探索初中生的心理灵活性提升后，是否有助于推动其生涯适应力的发展。本研究与北京某中学签订合作协议，招募初二学生被试110人，以班级为单位随机分为DNA-V面授课程组（线下组，N=33）、DNA-V网络课程组（线上组，N=40）、积极心理学主动对照组（对照组，N=37）。以上三组干预均呈现为初中生日常心理课形式，每周一学时，持续六周。线下组、线上组均以DNA-V六周干预方案为课程内容，对照组是根据积极心理学教纲设计的电影解析课程。研究一为本土化研发适用于我国初中生的DNA-V干预方案：与DNA-V创始人Louise Hayes联系，获得原始的DNA-V干预方案，在其授权同意后对英文方案翻译，依据干预方案开发的经典方法—Delphi法，将DNA-V六周心理灵活性训练方案本土化为适用于我国初二学生的心理课程方案，并开发为线上、线下两种授课形式的课程内容，基于行动研究范式全程监控干预质量，在落地实施的行动中逐步优化干预方案。研究二通过对比性干预研究检验开发的六周DNA-V干预方案能否有效提升初中生的心理灵活性。在干预前（T1）、干预结束后1周（T2）、干预结束后2个月（T3），通过青少年心理灵活性量表定量评估被试的心理灵活性变化；并在干预全程对被试进行心理访谈，应用现象学质性分析方法进一步解析干预效果。研究三进一步检验六周DNA-V干预能否有效提高初中生的生涯适应力，并探究心理灵活性是否在生涯适应力提高的过程中发挥中介效应。分别在T1、T2、T3，通过生涯适应力量表评估被试的生涯适应力总分及生涯关注、生涯控制、生涯好奇和生涯信心四个维度的分值变化；并检验不同干预组别中，心理灵活性对生涯适应力的改变是否存在中介机制。本研究采用3（被试间因素：线下组、线上组、对照组）× 3（被试内因素：T1前测、T2后测、T3追测）两因素混合设计，涉及个体层面的多次追踪测量。为了更严谨地控制来自同一学校、同一班级的个体内不同时间测量结果之间的相关性，采用线性混合模型（LMM），通过R语言（v4.0.2）在R Studio开发环境下进行试验数据分析，使用Monte Carlo进行中介效应检验。结果显示DNA-V线下组的心理灵活性、生涯适应力在T2和T3的分值均高于T1（p <0.01），而T2与T3之间差异无统计学意义。线上组的心理灵活性、生涯适应力在T1、T2、T3的水平差异均无统计学意义。对照组的心理灵活性、生涯适应力从T1到T2均有提升（p <0.05），但T3又降回到与T1无显著差异的水平。中介效应检验揭示线下组被试的心理灵活性变化分值对其生涯适应力变化分值有显著的中介效应。研究证明本研究开发的六周DNA-V线下干预方案适用于我国初中生，六周DNA-V线下干预在干预后2个月内能持续、有效提升本研究中初中生的心理灵活性及生涯适应力；且心理灵活性在提升生涯适应力的过程中发挥中介作用。提示中学生的心理灵活性提升训练，有助于推动其生涯适应力的发展。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/41587]  |
| 专题 | 心理研究所_健康与遗传心理学研究室 |
| 推荐引用方式 GB/T 7714 | 刘子荻. 初中生心理灵活性干预方案开发及其对生涯适应力的影响[D]. 中国科学院心理研究所. 中国科学院心理研究所. 2021. |
入库方式： OAI收割
来源：心理研究所
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