The Effect of Evidence-Based Psychological Intervention Based on Narrative Therapy on Self-identity Level of High School Students
Objective:To examine the effect of narrative therapy-based evidence-based psychological intervention on the enhancement of self-identity level in high school students.Methods:Forty-five high school students whose sameness had not yet been achieved were randomly divided into three groups of 15 students each and were given an 8-week evi-dence-based psychological intervention,a conventional intervention and a blank intervention,respectively.The outcome was assessed with the Self-identity Status Scale and the Identity Crisis Scale,and the process was assessed with the Out-come Questionnaire(OQ-45.2).Results:The outcome assessment showed that compared to the pretest,the evidence-based intervention group had a significantly higher self-identity status and a significant decrease in crisis of identity at the post-test(P＜0.001),and the effect was maintained at the 2-month follow-up;the conventional intervention group showed no sig-nificant increase in self-identity status,while they had a significant decrease in crisis of identity(P＜0.01),and the effect was no longer maintained at the follow-up;The changes in self-identity status and crisis of identity in the blank group were not significant.The process assessment showed a significant decrease in the OQ-45.2 total score and interpersonal dimen-sion scores in the evidence-based intervention group(P＜0.01),while the difference was not significant in the conventional intervention group.Conclusion:Compared to the conventional intervention group and the blank group,the narrative thera-py-based evidence-based psychological intervention significantly increased the level of self-identity in high school stu-dents and maintained the effect at follow-up.
Self-identityIdentity crisisEvidence-based psychological interventionNarrative therapyHigh school students
万方数据
维普
