认知疗法对社会性发展迟滞大学生的个案研究

摘要

目的探讨认知疗法对社会性发展迟滞大学生的干预效果。方法对一例社会性发展迟滞的大学生L进行连续10周、每周一次的认知治疗。使用贝克的识别自动化思维、识别错误认知与真实性检验技术和梅肯鲍姆的技能获得及复述技术对来访者L进行心理干预，最后通过认知复习使L把咨询过程中所学的东西迁移到实际生活情境。在干预前、干预后与追踪期采用大学生社会性发展水平评定量表（ SCSSD）、焦虑自评量表（ SAS）和领悟社会支持量表（ PSSS）对L分别实施测评，收集她的主观报告。结果认知治疗后，SAS评分较干预前低（36分vs.58分）、PSSS和SCSSD评分较干预前高（56分vs.34分，217分vs.122分）。干预后三个月，SAS评分较干预前低（37分vs.58分，），PSSS和SCSSD评分较干预前高（58分vs.34分，213分vs.122分）。结论认知疗法对有效提升社会性发展迟滞大学生的社会性发展水平存在一定可能性。%Objective To investigate the effects of cognitive therapy for one college student with social delay. Methods A so=cial delay college student L received the 10 weeds and 10 times cognitive therapy. The client L mainly received psychological interven=tion ky various techniques including Becdˊs identification of automatic thought,identification of false cognition,the technology of authen=ticity testing and Meichenkaumˊs oktaining sdills,repeating technology. Finally,L uses cognitive review to apply what have learned in the consultation process to the real life situation. The Scale of College StudentsˊSocial Development( SCSSD),Self-rating Anxiety Scale ( SAS)and Perceived Social Support Scale( PSSS)were completed pre and post treatment and the follow-up period to collect her suk=jective report. Results After cognitive therapy,the SAS score was lower(36 vs. 58),PSSS and SCSSD scores was higher than kefore (56 vs. 34,217 vs. 122). Three months after the intervention,the SAS score was lower(37 vs. 58),and the scores of PSSS and SC=SSD was higher than that kefore intervention(58 vs. 34,213 vs. 122). Conclusion Cognitive therapy may ke helpful to enhance the level of social development for college students with social delay.