【摘要】 目的 探究分析日记式心理教育干预在双相情感障碍患者中的应用效果。方法 选取2021年10月～2022年10月期间在泰山护理职业学院和济宁职业技术学院进行心理咨询或心理辅导的双相情感障碍患者80例，按干预方式的不同将其分为参照组（n=40）和观察组（n=40）。参照组采用常规干预方式，观察组在参照组基础上采取日记式心理教育干预。于干预前后，采用焦虑自评量表（SAS）、抑郁自评量表（SDS）、正性负性情绪量表（PANAS）、应对方式问卷（CSQ），于干预后采用自制心理干预满意度问卷对两组患者进行心理状态、负性情绪、应对压力的方式以及对心理干预满意度评估比较。结果 观察组干预3、6个月后SAS、SDS得分显著低于参照组（P<0.05）；干预3个月后两组正性情绪得分均较干预前显著升高，干预3、6个月后，观察组正性情绪得分显著高于参照组，负性情绪得分显著低于参照组（P<0.05）；干预3、6个月后观察组CSQ各项评分显著低于参照组（P<0.05）；观察组患者对心理干预的总满意度显著优于参照组（x2=6.646,P=0.010）。结论 日记式心理教育干预应用于双相情感障碍患者心理咨询或心理辅导中，能显著改善其心理状态，提高正性情绪，降低负性情绪，优化应对压力的方式，提高患者对干预的满意度。更多还原

【Abstract】 Objective To explore and analyze the application effect of diary based psychological education intervention in patients with bipolar disorder. Methods 80 patients with bipolar disorder who received psychological counseling or counseling at Taishan Vocational College of Nursin and Jining Polytechnic from October 2021 to October 2022 were selected and divided into a reference group(n=40) and an observation group(n=40) according to different intervention methods. The reference group received routine intervention, while the observation group received diary based psychological education intervention on the basis of the reference group. Before and after the intervention, the self rating anxiety scale(SAS), self rating depression scale(SDS), positive and negative emotion scale(PANAS), and coping style questionnaire(CSQ) were used. After the intervention, a selfmade psychological intervention satisfaction questionnaire was used to evaluate and compare the psychological status, negative emotions, coping styles,and satisfaction with psychological intervention between the two groups of patients. Results After 3 and 6 months of intervention, the SAS and SDS scores in the observation group were significantly lower than those in the control group(P<0.05). After 3 months of intervention, the positive emotional scores of both groups significantly increased compared to before intervention. After 3 and 6 months of intervention, the positive emotional scores of the observation group were significantly higher than those of the reference group, while the negative emotional scores were significantly lower than those of the reference group(P<0.05). After 3 and 6 months of intervention, the CSQ scores of the observation group were significantly lower than those of the reference group(P<0.05). The overall satisfaction of the observation group with psychological intervention was significantly higher than that of the reference group(x2=6.646, P=0.010). Conclusion The application of diary based psychological education intervention in psychological counseling or counseling for patients with bipolar disorder can significantly improve their psychological state, increase positive emotions, reduce negative emotions,optimize coping styles, and increase patients’ satisfaction with the intervention.更多还原