| 张演善,陈芝芳,郑珂,吴国邦,徐福山,胡茂荣.接纳承诺疗法改善停学青少年抑郁和焦虑症状、心理灵活性及复学率的效果[J].四川精神卫生杂志,2025,(3):198-203.Zhang Yanshan,Chen Zhifang,Zheng Ke,Wu Guobang,Xu Fushan,Hu Maorong,Effectiveness of acceptance and commitment therapy in improving depression， anxiety， psychological flexibility and return-to-school rate among adolescents with school absenteeism[J].SICHUAN MENTAL HEALTH,2025,(3):198-203 |
| 接纳承诺疗法改善停学青少年抑郁和焦虑症状、心理灵活性及复学率的效果 |
| Effectiveness of acceptance and commitment therapy in improving depression， anxiety， psychological flexibility and return-to-school rate among adolescents with school absenteeism |
| 投稿时间：2024-12-18 |
| DOI：10.11886/scjsws20241218001 |
| 中文关键词: 接纳承诺疗法 心理灵活性 停学 拒学 青少年 |
| 英文关键词:Acceptance and Commitment Therapy psychological flexibility School absenteeism School refusal Adolescents |
| 基金项目:江西省社会科学“十四五“（2024年）基金项目（项目名称：接纳承诺疗法对非自杀性自伤青少年心理灵活性干预机制及应对策略研究，项目编号：24JY41D）；深圳市科技创新局项目（项目名称：深圳市精神心理疾病临床医学研究中心，项目编号：20210617155253001） |
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| 中文摘要: |
| 背景 青少年因拒学导致停学日益成为一个突出的问题。接纳承诺疗法（ACT）可有效改善青少年的抑郁和焦虑症状，提升心理灵活性水平，而关于ACT干预停学青少年抑郁和焦虑症状、心理灵活性及复学率的效果仍需进一步探索。目的 探究ACT对停学青少年抑郁和焦虑症状、心理灵活性及复学率的干预效果，为改善停学青少年抑郁和焦虑症状、心理灵活性、提升复学率提供参考。方法 于2024年5月—6月，通过微信公众号招募因拒学连续停学1个月及以上、具有深圳学籍的50名青少年为研究对象，采用随机数字表法分为研究组与对照组各25名。两组均接受主题为“拒学成因及应对”的心理教育，研究组在此基础上接受为期6周、每周1次、每次1 h的ACT干预。在基线期和干预后，采用患者健康问卷抑郁量表（PHQ-9）、广泛性焦虑障碍量表（GAD-7）、接纳承诺疗法综合评估量表（CompACT）进行评定。结果 共45名（90.00%）青少年完成本研究，其中研究组25名，对照组20名。干预后，研究组PHQ-9评分和GAD-7评分均低于对照组，CompACT总评分、开放维度评分和觉察维度评分均高于对照组，差异均有统计学意义（F=7.786、10.334、12.922、14.374、3.075，P<0.05或0.01）。干预后，研究组复学率（40.00%）高于对照组（10.00%），差异有统计学意义（χ2=5.114，P<0.05）。结论 ACT可能有助于改善停学青少年的抑郁和焦虑症状、心理灵活性及提高复学率。 |
| 英文摘要: |
| Background The issue of school absenteeism due to school refusal in adolescents has become increasingly prominent. Acceptance and Commitment Therapy （ACT） has been applied successfully to improve depression， anxiety， and psychological flexibility in adolescents， while few studies have tested the effect of ACT intervention on above-mentioned psychological aspects and return-to-school rate in adolescents with school absenteeism.Objective To explore the effect of ACT on depression， anxiety， psychological flexibility and return-to-school rate in school absenteeism adolescents， and to provide a broader evidence base for clinical interventions.Methods From May to June 2024， a sample of 50 adolescents with Shenzhen school registration who had been suspended from school for more than a consecutive month for school refusal were recruited based on Wechat official account platform. The adolescents were divided into study group and control group by random number table method. Both groups received psychological education with the theme of 'Causes and Coping Strategies of School Refusal'， and study group added a 6-week ACT intervention with weekly 1-hour sessions. At baseline and after treatment， Patients’ Health Questionnaire Depression Scale-9 item （PHQ-9）， Generalized Anxiety Disorder Scale-7 item （GAD-7） and Comprehensive assessment of Acceptance and Commitment Therapy processes （CompACT） were used for the clinical evaluation.Results A total of 45 （90.00%）adolescents completed the study， including 25 in study group and 20 in control group. Analysis revealed that study group scored higher on PHQ-9 and GAD-7， while lower on total CompACT score， openness dimension and awareness dimension compared with control group， with statistical significance （F=7.786， 10.334， 12.922， 14.374， 3.075， P<0.05 or 0.01）. After intervention， the rate of return-to-school was higher in study group than in control group （40.00% vs 10.00%， χ2=5.114， P<0.05）.Conclusion ACT intervention for adolescents with school absenteeism may alleviate depression and anxiety， improve their psychological flexibility and increase return-to-school rate.［Funded by the "14th Five Year Plan" for Social Sciences Project in Jiangxi Province （number， 24JY41D）； Science and Technology Planning Project of Shenzhen Municipality （number， 20210617155253001）］ |
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