ISSN 1671-3710
CN 11-4766/R
主办：中国科学院心理研究所
出版：科学出版社

心理科学进展 ›› 2014, Vol. 22 ›› Issue (7): 1062-1074.doi: 10.3724/SP.J.1042.2014.01062

• 研究构想 • 上一篇    下一篇

应对方式与认知训练对青少年情绪障碍易感性的影响

袁加锦;刘莹莹;杨洁敏   

  1. (认知与人格教育部重点实验室(西南大学); 西南大学心理学部,重庆,400715)
  • 收稿日期:2014-03-10 出版日期:2014-07-15 发布日期:2014-07-15
  • 通讯作者: 袁加锦
  • 基金资助:

    国家自然科学基金项目(NSFC31371042)。

The Influences of Emotional Coping Style and Cognitive Training on the Adolescents' Susceptibility to Affective Disturbances

YUAN Jiajin;LIU Yingying;YANG Jiemin   

  1. (Key Laboratory of Cognition and Personality (SWU), Ministry of Education; School of Psychology, Southwest University, Chongqing 400715, China)
  • Received:2014-03-10 Online:2014-07-15 Published:2014-07-15
  • Contact: YUAN Jiajin

PDF (PC)

3669

被引次数

13

摘要：

以往研究指出青少年阶段是情绪障碍的高发时期, 各种情绪问题深刻影响青少年的身心健康。通过文献分析得出青春期压力所采取的应对方式(即个体对压力事件做出反应的稳定方式)可能是决定青少年情绪障碍易感程度的核心因素; 而认知训练可降低该易感性, 从而提高青少年的心理健康水平。为了验证上述观点, 综合采用行为调查与生理测量, EEG/ERP与fMRI手段, 拟开展如下4个方面的研究工作：1)青春期发育阶段影响个体负性情绪易感性的大脑机制; 2)认知应对方式与青春期发育阶段的交互作用对负性情绪易感性的影响及大脑机制; 3)认知训练(包括注意训练、解释训练与接受训练)对健康青少年负面情绪易感性的调节作用及大脑可塑性机制; 4)认知训练对青少年抑郁/焦虑症患者情绪应对方式与临床症状的影响及大脑可塑性机制。通过上述系列研究, 揭示青少年更高情绪障碍易感性的认知神经机制, 找出并培养有利于青少年身心健康的情绪应对方法, 从而为情绪障碍的临床治疗奠定理论与实践基础。

关键词: 易感性, 青春期发展, 应对方式, 认知训练, 情绪障碍

Abstract:

Prior studies indicated a prevalence of affective disturbances during adolescence and various affective disturbances influence adolescents' physical- mental health profoundly. By literature analysis, this study proposes that the prevalence of affective disturbances in adolescents is closely linked with their emotion coping style, and that cognitive training may decrease adolescents' susceptibility to affective disturbances, consequently to enhance their psychological wellbeing. To test these hypotheses, using behavioral/physiological methods, EEG/ERP, and fMRI measures, this project plans to conduct the following four studies:1) neural mechanisms underlying the impact of pubertal development on adolescents' susceptibility to negative emotions; 2) the interactive influences of cognitive coping style and pubertal status on adolescents' susceptibility to negative emotions;3)how cognitive trainings (attention, interpretation or acceptance training) dampen healthy adolescents' susceptibility to negative emotions and neural plasticity mechanisms;4)how cognitive trainings modify the anxious/ depressive adolescents' emotion coping styles, clinical symptoms and the neural underpinnings of these influences. The ultimate goal of this series of studies is to unravel cognitive-neural mechanisms of adolescents' vulnerability to affective disturbances, to find and cultivate healthy coping styles, and to lay theoretic and practical bases for clinical treatment of affective disturbances.

Key words: susceptibility, pubertal development, coping style, cognitive training, affective disturbances