| 孟令玉,孙振晓.校园欺凌对青少年抑郁症患者非自杀性自伤行为的影响：一个有调节的中介模型[J].四川精神卫生杂志,2025,(4):340-345.Meng Lingyu,Sun Zhenxiao,Influence of school bullying on non-suicidal self-injury in adolescent with depressive disorder： a moderated mediation model[J].SICHUAN MENTAL HEALTH,2025,(4):340-345 |
| 校园欺凌对青少年抑郁症患者非自杀性自伤行为的影响：一个有调节的中介模型 |
| Influence of school bullying on non-suicidal self-injury in adolescent with depressive disorder： a moderated mediation model |
| 投稿时间：2025-03-10 |
| DOI：10.11886/scjsws20250310002 |
| 中文关键词: 校园欺凌 经验性回避 家庭功能 非自杀性自伤 有调节的中介模型 抑郁症 |
| 英文关键词:School bullying Experiential avoidance Family functioning Non-suicidal self-injury Moderated mediation model Depressive disorder |
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| 中文摘要: |
| 背景 校园欺凌是一个严重的社会问题，青少年抑郁症患者非自杀性自伤（NSSI）行为的高发生率越来越受到关注。校园欺凌、经验性回避、家庭功能、NSSI行为之间密切相关，但目前国内关于青少年抑郁症患者家庭功能在校园欺凌与经验性回避之间的调节作用的研究证据不足。目的 探讨经验性回避在校园欺凌经历与青少年抑郁症患者NSSI行为之间的中介作用以及家庭功能在校园欺凌和经验性回避之间的调节作用，以期为制定青少年抑郁症患者NSSI行为的干预策略提供参考。方法 连续选取2024年1月—12月于潍坊市精神卫生中心门诊就诊的、符合《精神障碍诊断与统计手册（第5版）》（DSM-5）抑郁症诊断标准的青少年患者（n=318）为研究对象。采用特拉华欺负受害量表（学生卷）（DBVS-S）、接纳与行动问卷第二版（AAQ-II）、家庭功能评定量表（FAD）以及青少年非自杀性自伤行为评定问卷（ANSAQ）中的行为问卷进行调查。采用Perason相关分析检验各量表评分之间的相关性。运用Process 4.1进行中介及调节效应分析。结果 共306例（96.23%）患者完成有效问卷调查。青少年抑郁症患者DBVS-S评分与ANSAQ行为问卷评分和AAQ-Ⅱ评分均呈正相关（r=0.357、0.558，P均<0.01），AAQ-Ⅱ评分与ANSAQ行为问卷评分呈正相关（r=0.380，P<0.01）；经验性回避在青少年抑郁症患者校园欺凌和NSSI行为之间起部分中介作用，中介效应值为0.142（95% CI：0.081~0.204）。家庭功能在校园欺凌与经验性回避之间起调节作用，效应值为0.096（95% CI：0.042~0.165）。结论 校园被欺凌经历可以通过经验性回避的作用路径影响青少年抑郁症患者的NSSI行为，家庭功能在校园欺凌和经验性回避间起调节作用。 |
| 英文摘要: |
| Background School bullying is a serious social issue. Non-suicidal self-injury （NSSI） is a highly prevalent behavior among adolescents with depression and is also becoming a great matter of concern. Previous studies have proved a very close correlation among school bullying， experiential avoidance， family functioning， and NSSI behavior. However， there is a considerable lack of research on the moderating role of family functioning in the relationship between school bullying and experiential avoidance in adolescents with depression in China.Objective To explore the mediating role of experiential avoidance in the relationship between school bullying and NSSI in adolescents with depressive disorder， and the moderating role of family functioning in the relationship between school bullying and experiential avoidance， so as to provide references for formulating intervention strategies for NSSI in adolescents with depressive disorder.Methods From January to December 2024， 318 consecutive adolescent patients fulfilling the Diagnostic and Statistical Manual of Mental Disorders， fifth edition （DSM-5） diagnostic criteria for depression and attending the outpatient department of Weifang Mental Health Center were selected. All respondents completed the Delaware Bullying Victimization Scale-Student （DBVS-S）， Acceptance and Action Questionnaire-II （AAQ-II）， Family Assessment Device （FAD）， and Behavioral Questionnaire in the Adolescent Non-suicidal Self-injury Assessment Questionnaire （ANSAQ）. Pearson correlation was used to examine the relationship among variables. SPSS Process Macro v4.1 package program was utilized to seek the mediating and moderating effects.Results Data were collected from 306 valid respondents （96.23%）. In adolescent with depressive disorder， DBVS-S score was positively correlated with both the behavioral questionnaire score in the ANSAQ and the AAQ-II score （r=0.357， 0.558， P<0.01）. AAQ-II score was positively correlated with the behavioral questionnaire score in the ANSAQ （r=0.380， P<0.01）. Experiential avoidance partially mediated the relationship between school bullying and NSSI in adolescents with depressive disorder， and the mediating effect value was 0.142 （95% CI： 0.081~0.204）. Family functioning moderated the relationship between school bullying and experiential avoidance， and the moderated mediation value was 0.096 （95% CI： 0.042~0.165）.Conclusion Mediation is found from school bullying to NSSI behavior through experiential avoidance in adolescents with depressive disorder， and family functioning plays a moderating role in the relationship between school bullying and experiential avoidance. |
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