健康补偿信念研究进展
A Review of Research on Health Compensatory Beliefs
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- Keywords: Health compensatory beliefs; Psychological health; Health behavior; Cognitive dissonance; Self-regulation; Cross-cultural differences健康补偿性信念; 心理健康; 健康行为; 认知失调; 自我调节; 跨文化差异
- Abstract: Health Compensatory Beliefs refer to the psychological beliefs that individuals develop when facing health threats or deviations from healthy behaviors, believing that they can compensate for these adverse effects through other behaviors or means. In recent years, with the deepening of psychological research on health behaviors and psychological regulatory mechanisms, the role of health compensatory beliefs has attracted increasing attention. This paper systematically reviews the theoretical development, measurement tools, influencing factors, and the impact on health behaviors and psychological health of health compensatory beliefs, explores their application value in health psychology, and proposes directions for future research.健康补偿性信念（HealthCompensatoryBeliefs）是指个体在面临健康威胁或健康行为偏差时，产生通过其他行为或方式弥补这些不利影响的心理信念。近年来，随着心理学对健康行为和心理调节机制研究的逐步深化，健康补偿性信念的作用受到越来越多的关注。本文系统回顾了健康补偿性信念的理论发展、测量工具、影响因素及其对健康行为和心理健康的影响，探讨了其在健康心理学中的应用价值，并提出未来研究的方向。
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始于陪伴，终于亲情——小A陪伴拒学青少年的个案研究
Started with Companionship, Ended with Family Relationship —The Case Study of Accompanying Adolescents
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Authors:
孙思佳¹² 阮琳燕¹² 任彦名¹² 何丽¹² / Theory and Practice of Psychological Counseling / 2023,5(11): 848-860 / 2023-12-14
- Keywords: Accompanying volunteers; School refusul; Adolescent陪伴者; 拒绝上学; 青少年
- Abstract: In the process of seeking intervention methods for adolescents who refused to study, the author found that one adolescent who refused to study successfully returned to school and restored social function with the help of A’s companion. This article aims to discuss the practical effects and application value of companionship models in response to adolescent school refusal, and to test the generalizability, in order to help more adolescents who refuse to study get on the right track in life. This study adopts a qualitative oriented case study method to conduct in-depth and specific research on the participants, collect data through semi-structured in-depth interviews and observation methods, and analyze the data using MAXQDA software. The research content has obtained informed consent from the study participants and has undergone ethical review by the school. The research results found that companionship can lead teenagers who have taken a break from school to establish new connections with others, leave their homes, restore social function, increase the probability of returning to school, and the trend of companionship effect shows a nearly inverted U-shaped curve. The companionship mode can be achieved through practical testing. However, to increase the generalizability of this method, it is necessary to establish a more comprehensive companion mechanism. This study preliminarily explores the practical effects and application value of the companionship model in response to adolescent school refusal, and summarizes the role positioning, competency trait model, precautions and potential risks in the companionship process of the accompanying volunteers, providing reference for the promotion of the companionship model.在探索对拒学青少年干预方法的过程中，笔者发现有一位拒学青少年在陪伴者小A的帮助下继续学业并恢复社会功能。本文旨在探讨应对青少年拒学的陪伴模式的实际效果和应用价值，检验其可推广性，以帮助更多的拒学青少年走上人生正轨。本研究采用质性取向的个案研究法，对研究参与者进行深入而具体的研究，以半结构式深度访谈和观察法进行资料收集，通过MAXQDA软件进行资料分析。该研究内容已获得研究参与者的知情同意，且经过了学校的伦理审核。研究结果发现，陪伴者能带领休学在家的青少年重新与他人建立链接，走出家门，恢复社会功能，增加复学概率，陪伴效果的变化趋势呈近倒U型曲线，陪伴模式经过现实检验能得以实现。但是，要想增加这一方法的可推广性，还需要建立更完善的陪伴机制。本研究初步探讨了应对青少年拒学的陪伴模式的实际效果和应用价值，并总结了陪伴者的角色定位、胜任力特质模型和陪伴过程的注意事项、潜在风险，为陪伴模式的推广提供了参考。
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案例分析
家庭亲密度和适应性与青少年拒绝上学行为的关系：同伴关系和感知到的教师支持的链式中介作用
Relationship between Family Intimacy and Adaptability and School Refusal behavior: The Chain-mediated Role of Peer Relation and Perceived Teacher Support
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- Keywords: Family intimacy and adaptability; School refusal behavior; Peer relationship; Perceived teacher support家庭亲密度和适应性; 拒绝上学行为; 同伴关系; 感知教师支持
- Abstract: Objective: This study aimed to explore the effect of family intimacy and adaptability onadolescents’ school refusal behavior, specially to investigate the mediating effects of peer relationshipsand perceived teacher support negative evaluation. Methods: 340 secondary school students in Beijingare investigated with the Family Intimacy and Adaptability Scale (FIA), the Children’s School RefusalBehavior Scale (CRBS), the Peer Relationships Scale (PRS), and the Perceived Teacher Support Scale(PTSS). Results: This study indicated that family intimacy and adaptability were significantly andpositively related to peer relationships and perceived teacher support (r=0.40, 0.44, p<0.01), andsignificantly and negatively related to school refusal behavior (r=-0,35, p<0.05); Peer relationships weresignificantly and positively related to perceived teacher support (r=0.36, p<0.01), and significantly andnegatively related to school refusal behavior (r=-0.39, p<0.05); Perceived teacher support was significantlynegatively correlated with school refusal behavior (r=-0.32, p<0.05). The mediating effects of peerrelationships and perceived teacher support were significant between family intimacy and adaptability andschool refusal behavior, respectively (-0.053, 95% CI: -0.087 ~ -0.023; -0.030, 95% CI: -0.061 ~ -0.006);and the peer relationship and perceived teacher support The chain-mediated effect was also significant(-0.007, 95% CI: -0.015 ~ -0.001). Conclusion: Family intimacy and adaptability can indirectly influenceschool refusal behavior through the peer relationship, teacher support single mediating effect, and peerrelationship → perceived teacher support chain mediating effect, respectively.目的：探讨家庭亲密度和适应性与青少年拒绝上学行为之间的关系以及同伴关系和感知到的教师支持在其中的中介作用机制。方法：采用家庭亲密度和适应性量表、儿童拒绝上学行为量表、同伴关系量表和学生感知教师支持行为量表对北京市340名中学生进行问卷调查。结果：家庭亲密度和适应性与同伴关系、感知到的教师支持呈显著正相关（r=0.40，0.44，p<0.01），与拒绝上学行为呈显著负相关（r=-0.35，p<0.05）；同伴关系与感知到的教师支持呈显著正相关（r=0.36，p<0.01），与拒绝上学行为呈显著负相关（r=-0.39，p<0.05）；感知到的教师支持与拒绝上学行为呈显著负相关（r=-0.32，p<0.05）。同伴关系、感知到的教师支持分别在家庭亲密度和适应性与拒绝上学行为之间的单独中介效应显著（-0.053，95%CI：-0.087～-0.023；0.030，95%CI：-0.061～-0.006）；同伴关系、感知到的教师支持在家庭亲密度和适应性与拒绝上学行为之间的链式中介效应也显著（-0.007，95%CI：-0.015～-0.001）。结论：家庭亲密度和适应性可以分别通过同伴关系、感知到的教师支持两个中介变量的独立作用和链式作用间接影响青少年的拒绝上学行为。
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