Intervention Study of Flash Technique on Social Anxiety in College Students with Childhood Trauma Experiences
Objective:This study aims to investigate the therapeutic effects of the Flash Technique on reducing social anxiety among college students with a history of childhood trauma using an explanatory mixed method design.Methods:A total of 73 college students who had experienced childhood trauma and exhibited social anxiety were recruited online and randomly assigned to the experimental group(n=36)or the control group(n=37).The experimental group received indi-vidual online interventions using the Flash Technique once a week for six consecutive weeks,while the control group re-ceived no intervention.Social anxiety levels were assessed using the interaction anxiousness scale at three time points:pre-intervention,post-intervention,and one-month follow-up.Semi-structured interviews were also conducted post-intervention to explore participants'experiences.Results:(1)Quantitative findings indicated that the experimental group showed a significant decrease in social anxiety scores following the Flash Technique intervention compared to the control group.Furthermore,the subjective units of disturbance scores within the experimental group were significantly reduced af-ter each intervention session.(2)Qualitative results revealed that participants undergo three stages of psychological develop-ment during the intervention process:the trauma processing period,the transformation period,and the growth period.These stages encompass six themes related to post-intervention experiences:emotional regulation,changes in cognitive bias,cog-nitive reappraisal,enhancement of personal strength,improvement of social functioning,and reduction of social anxiety.Conclusion:The Flash Technique intervention effectively alleviate social anxiety and promoted self-growth in college stu-dents with childhood trauma experiences.
万方数据
维普
