学校环境中的 ACT:在日本早期青少年中开展的基于 ACT 的通用小组心理教育计划试点研究

IF 3.4 3区 心理学 Q1 PSYCHOLOGY, CLINICAL
Kenichiro Ishizu , Tomu Ohtsuki , Yoshiyuki Shimoda , Yoshihiko Kunisato
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引用次数: 0

摘要

本研究旨在评估由心理学家在学校环境中为日本早期青少年实施的基于接纳与承诺疗法(ACT)的团体心理教育干预的有效性。本研究测量的有效性指标是 "价值与承诺的澄清(CVC)"和 "体验性回避(EA)",作为 ACT 的心理灵活性指标,以及自尊和自我决定倾向,作为与幸福感相关的结果指标。本研究的参与者为日本初中生,平均年龄为 14.85 岁(SD = 0.86),其中干预组 112 人,对照组 143 人,他们在三个时间点填写了调查问卷:课程前(pre)、课程后(post)和课程后测试三周后(uprint)。结果表明,由三节短期课程组成的干预计划在CVC、自尊和自我决定性处置得分方面都很有效。相反,小组时间互动对回避行为的持续性和 EA 分数并没有产生明显的影响,这表明在这些领域的干预方法可能还有改进的余地。这些发现为心理学家在学校环境中开展以 ACT 为基础的小组心理教育工作的潜在有效性提供了启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
ACT in school settings: A pilot study of ACT-based universal group psycho-educational program among Japanese early adolescents
The objective of this investigation was to assess the efficacy of an Acceptance and Commitment Therapy (ACT)-based group psycho-educational intervention within school environments, administered by psychologists, for early adolescents in Japan. The effectiveness indices measured in this study were ‘clarification of value and commitment (CVC)’ and ‘experiential avoidance (EA)’ as indicators of psychological flexibility of ACT, and self-esteem and self-determination disposition as outcome indices related to well-being. The participants in this study were Japanese junior high school students with a mean age of 14.85 years (SD = 0.86), 112 in the intervention group and 143 in the control group, who completed questionnaires at three time points: before the program (pre), after attending the program (post) and three weeks after the posttest (follow-up). The intervention program, which consisted of three short-term sessions, was shown to be effective in the CVC, self-esteem, and self-determination disposition scores. Conversely, the group-time interaction did not yield a notable impact on the persistence of avoidance behaviors and EA scores, suggesting a potential avenue for refinement in intervention methodologies regarding these domains. These findings offer insight into the potential effectiveness of ACT-based group psycho-educational endeavors in school settings led by psychologists.
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来源期刊
CiteScore
8.50
自引率
18.00%
发文量
82
审稿时长
61 days
期刊介绍: The Journal of Contextual Behavioral Science is the official journal of the Association for Contextual Behavioral Science (ACBS). Contextual Behavioral Science is a systematic and pragmatic approach to the understanding of behavior, the solution of human problems, and the promotion of human growth and development. Contextual Behavioral Science uses functional principles and theories to analyze and modify action embedded in its historical and situational context. The goal is to predict and influence behavior, with precision, scope, and depth, across all behavioral domains and all levels of analysis, so as to help create a behavioral science that is more adequate to the challenge of the human condition.
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