接纳承诺疗法教学对体育院校大学生心理健康的影响

Effect of Acceptance & Commitment Therapy on the Mental Health of the PE University Students

Received:March 21, 2018

DOI：

英文关键词:university student acceptance and commitment therapy psychological flexibility psychological health education teaching Intervention

基金项目:北京市教委青年拔尖人才培育计划（CIT&TCD201504085）

Author Name	Affiliation	E-mail
XU Shousen	School of Kinesiology and Health, Capital University of Physical Education and Sports	xushousen@cupes.edu.cn
LI Jiaxin	School of Kinesiology and Health, Capital University of Physical Education and Sports
FAN Wen	School of Kinesiology and Health, Capital University of Physical Education and Sports
ZHANG Jing	Department of physical education, Capital Normal University

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中文摘要:

目的：探讨心理健康教育课程常规教学和接纳承诺疗法教学对大学生情绪健康和正念特质的影响，并比较两者的效果差异。方法：以体育院校219名大学生为被试，采用分组前测、后测实验设计，分别施加两种教学，测量流调中心用抑郁自评量表、焦虑自评量表、接纳与行动问卷和正念五因素问卷。结果：常规教学可以降低焦虑水平，显著降低经验回避水平；接纳承诺疗法教学可以显著降低抑郁和焦虑水平，显著降低经验回避水平，显著提高正念特质。两种干预方法相比较，接纳承诺疗法教学对抑郁、焦虑情绪的改善程度效果更明显。结论：综合比较，接纳承诺疗法教学效果更好，可以作为大学生心理健康教育的备选教学模式。

英文摘要:

Objective: The purpose of this study is to investigate the effects of routine teaching and Acceptance and Commitment Therapy (ACT) intervention on the emotional health and mindfulness traits of the PE university students. And the teaching results of those two methods are compared in order to find the difference. Method: Subjects (N=219) from the PE universities were randomly divided into the routine teaching group (N=119) and the ACT intervention group (N=100). The two teaching methods were applied to the groups accordingly. The subjects were asked to do the five questionnaires of Epidemiologic Studies Depression Scale, Self-Rating Anxiety Scale, Acceptance and Action Questionnaire and Five Facet Mindfulness Questionnaire at the time of pre-experiment and post-experiment. Result: Routine teaching can reduce anxiety level and reduce experiential avoidance level significantly. ACT intervention can evidently reduce depression and anxiety level, reduce experiential avoidance level and improve mindfulness traits significantly. Compared with routine teaching, ACT intervention is more effective in decreasing depression and anxiety. Conclusion: ACT intervention can be an alternative teaching method for psychological health education course.

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