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认知行为疗法结合叙事疗法干预青少年拒学行为：个案研究

Cognitive-Behavioral Therapy Combined with Narrative Therapy as an Intervention for School Refusal in Adolescents: A Case Study

王子昂, 张家铜, 宋东清

Theory and Practice of Psychological Counseling / 2026,8(8): 353-362 / 2026-08-10 20 19

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• Information:

  聊城大学教育科学学院，聊城

• Keywords:
  Cognitive behavioral therapy; Family narrative therapy; School refusal; Adolescents
  认知行为疗法; 家庭叙事疗法; 拒学行为; 青少年
• Abstract: To evaluate the effectiveness of an intervention combining cognitive-behavioral therapy (CBT) and family narrative therapy for school refusal in adolescents, and to explore the unique advantages of this integrated approach in addressing school refusal. A single adolescent with school refusal underwent 25 counseling sessions combining CBT and narrative therapy. A five-phase intervention program was designed, consisting of crisis intervention and relationship building, cognitive assessment and cognitive restructuring, family narrative reconstruction, identity reconstruction and behavioral activation, and consolidation and relapse prevention. The Adolescent School Refusal Behavior Scale was used to evaluate treatment outcomes. Results showed that following the intervention, the client transitioned from school refusal to returning to school, and the intervention effects were stable. The findings indicate that the combination of cognitive-behavioral therapy and narrative therapy can exert synergistic effects to effectively alleviate school refusal among adolescents. 评估认知行为疗法结合家庭叙事疗法对青少年拒学行为的干预效果，探讨这种综合方法对干预青少年拒学行为的独特优势。通过认知行为疗法结合叙事疗法，对一例拒学的青少年进行25次心理咨询。设计五阶段干预方案，即危机干预与关系建立、认知评估与认知重建、家庭叙事重构、身份重建与行为激活、巩固与预防复发。采用青少年拒学行为量表评估治疗效果。结果显示，干预后来访者实现了从拒学到复学的转变，干预效果稳定。结果表明认知行为疗法结合叙事疗法可发挥协同作用，改善青少年的拒学行为。
• DOI: 10.35534/tppc.0808041 (registering DOI)
• Cite: 王子昂, 张家铜, 宋东清. (2026). 认知行为疗法结合叙事疗法干预青少年拒学行为：个案研究. 心理咨询理论与实践, 8(8), 353-362.