Advances in Psychological Science ›› 2022, Vol. 30 ›› Issue (10): 2154-2163.doi: 10.3724/SP.J.1042.2022.02154
• Conceptual Framework • Previous Articles Next Articles
GUO Jing(), LIU Xiaohan, HUANG Ning
Received:
2022-02-14
Online:
2022-10-15
Published:
2022-08-24
Contact:
GUO Jing
E-mail:jing624218@163.com
CLC Number:
GUO Jing, LIU Xiaohan, HUANG Ning. Mechanism of prognosis and intervention strategy for child posttraumatic stress disorder: Based on the long tail effect theory[J]. Advances in Psychological Science, 2022, 30(10): 2154-2163.
目标 | 内容 | 对象 | 时长 | 阶段 |
---|---|---|---|---|
聚焦创伤的认知行为干预单元:基于阶段任务模型 | 提供支持性的学校环境, 帮助识别和应对儿童PTSD | 学校心理咨询师、学校社工 | 2周 | 学期开始 |
班主任、教师 | 2周 | 学期开始 | ||
行政人员 | 1天 | 学期开始 | ||
认识PTSD及转归类别 | 帮助认识PTSD及发展趋势、帮助家长识别儿童情绪 | 学生、家长 | 2单元, 45分钟/单元 | 学期开始 |
危机过程管理 | 帮助学生及家长认识创伤不同阶段的心理特点 | 学生、家长 | 2单元, 45分钟/单元 | 开学1月 |
情绪管理 | 减压技巧、情绪表达、抗逆力提升、个体增能、同伴支持 | 学生、家长分开进行 | 3单元; 45分钟/单元 | 开学2月 |
暴露与脱敏 | 创伤性事件表露与正确认知 | 学生、家长 | 2单元; 45分钟/单元 | 开学3月 |
应对与沟通 | 创伤事件中亲子有效沟通与应对、同伴沟通 | 学生、家长 | 2单元; 45分钟/单元 | 开学4月 |
项目评估 | 满意度调查 | 学生、家长 | 1单元; 30分钟 | 学期末 |
目标 | 内容 | 对象 | 时长 | 阶段 |
---|---|---|---|---|
聚焦创伤的认知行为干预单元:基于阶段任务模型 | 提供支持性的学校环境, 帮助识别和应对儿童PTSD | 学校心理咨询师、学校社工 | 2周 | 学期开始 |
班主任、教师 | 2周 | 学期开始 | ||
行政人员 | 1天 | 学期开始 | ||
认识PTSD及转归类别 | 帮助认识PTSD及发展趋势、帮助家长识别儿童情绪 | 学生、家长 | 2单元, 45分钟/单元 | 学期开始 |
危机过程管理 | 帮助学生及家长认识创伤不同阶段的心理特点 | 学生、家长 | 2单元, 45分钟/单元 | 开学1月 |
情绪管理 | 减压技巧、情绪表达、抗逆力提升、个体增能、同伴支持 | 学生、家长分开进行 | 3单元; 45分钟/单元 | 开学2月 |
暴露与脱敏 | 创伤性事件表露与正确认知 | 学生、家长 | 2单元; 45分钟/单元 | 开学3月 |
应对与沟通 | 创伤事件中亲子有效沟通与应对、同伴沟通 | 学生、家长 | 2单元; 45分钟/单元 | 开学4月 |
项目评估 | 满意度调查 | 学生、家长 | 1单元; 30分钟 | 学期末 |
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