【作者】 邹欣原； 陶言强； 桂洁； 唐绮慧； 刘刚； 刘翔平；

【Author】 Xinyuan Zou;Yanqiang Tao;Jie Gui;Qihui Tang;Gang Liu;XiangPing Liu;Faculty of Psychology,Beijing Normal University;Faculty of Architectural Decoration and Art,Jiangsu Vocational College of Electronics and Information;Department of Psychiatry,Affiliated Nanjing Brain Hospital,Nanjing Medical University;

【机构】 北京师范大学心理学部； 江苏电子信息职业学院建筑装饰与艺术学院； 南京医科大学附属南京脑科医院精神科；

【摘要】 目的:童年创伤会严重影响个人发展,甚至引起创伤后应激障碍、抑郁、焦虑等多种精神疾病。但目前基于症状学视角研究童年创伤和精神疾病间的研究还很有限,本研究旨在比较遭受童年创伤和未遭受童年创伤的青年的焦虑、压力和抑郁症状特点。方法:本研究使用童年创伤问卷(CTQ)和抑郁、焦虑和压力量表(DASS-21)对4469名在校大学生的童年创伤,焦虑、抑郁和压力进行了测量。根据参与者在童年创伤问卷中的得分,按照童年创伤各维度的最低阈值(即情感忽视≥15、情感虐待≥13、身体忽视≥10、身体虐待≥10和性虐待≥8),将其分为创伤组(3427人)和对照组(1042人)。采用症状网络分析法进行分析,对比两组症状网络是否存在差异。结果:经受过童年创伤的大学生在DASS-21各项目上的得分均显著高于未经受过童年创伤的学生。虽然经受过童年创伤与未经受过童年创伤大学生的症状网络整体强度之间无显著差异(S=0.08, p=0.085),但两组的网络结构之间存在显著差异(M=0.25, p=0.000),具体表现为"颤抖"-"消耗精力","消沉"-"易激惹","易激惹"-"敏感","敏感"-"恐惧"这几对症状间的关联性在两组间存在显著差异。值得注意的是,在经受过童年创伤的大学生的症状网络中,"不积极"、"不主动"、"不期待"、"消沉"这四个抑郁症状是沟通其抑郁-焦虑-压力症状网络的关键侨联症状。不同的是,在没经受过童年创伤经历的大学生症状网络中,"过度反应"、"颤抖"、"消耗精力"和"心律不齐",这四个涉及焦虑和压力属性的关键症状则是沟通抑郁-焦虑-压力症状网络的关键侨联症状。结论:目前的研究表明,经历过童年创伤的大学生的焦虑、抑郁和压力症状显著区别于未经历过童年创伤的大学生的焦虑、压力和抑郁症状。经历过童年创伤的大学生的症状特点表明,以改善情绪状态和重建生活意义为目标的干预措施可能能够有效缓解其抑郁、焦虑和压力。更多还原

【Abstract】 Objectives: Childhood trauma can leave lasting influence on individuals and contribute to mental disorders, including post-traumatic stress disorder, depression, anxiety. The current study aimed to compare the symptomatic characteristic of depression, anxiety, and stress between adolescents with and without childhood-trauma.Methods: In order to assess the depression, anxiety, stress, and childhood trauma of college students, total of 4469college students（2,570 males and 1,899 females） in China complete the Childhood Trauma Questionnaire（CTQ）and the Depression, Anxiety, and Stress Scales（DASS-21）. The participates were divided into trauma group(N=3427, Mean _age = 19.70, SD _age = 1.42) and control group(N=1042, Mean _age = 19.80, SD _age = 1.20) based on their score on CTQ and the cut-off scores for each type of abuse or neglect（a score of ≥8 was used to classify sexual abuse, a score of ≥8 for physical abuse, a score of ≥10 for emotional abuse, a score of ≥10 for physical neglect, and a score of ≥15 for emotional neglect）. The symptom network analysis was employed.Results: Students with childhood trauma scored significantly higher on all DASS-21 items than students without childhood trauma. No significant difference was found in the global strength between the network of students with and without childhood trauma（S = 0.08, p = 0.085）, but the network structures of the two groups differ significantly（M = 0.25, p = 0.000）. Specifically, the difference between two groups existed in the edge weights of Trembling（DASS7）-Nervous energy（DASS8）, Down-hearted（DASS13）-Intolerant（DASS15）, Intolerant（DASS15）-Touchy（DASS18）, and Touchy（DASS18）-Scared（DASS20）. Notably, among students with childhood trauma, four depression-related symptoms, namely No positive（DASS3）, No initiative（DASS5）, No look forward（DASS10）, and Down-hearted（DASS13） served as the bridge symptoms connecting depression,anxiety, and stress, whereas two stress-related symptoms, namely Over-react（DASS6） and Trembling（DASS7）,and two anxiety-related symptoms, namely Nervous energy（DASS8） and Heart aware（DASS19）, were identified as the bridge symptoms among students without childhood trauma.Conclusion: The current study suggested that the symptomatic characteristic of depression, anxiety, and stress was unique among college students with childhood trauma. Indeed, interventions targeted on improving mood state and re-constructing the meaning of life may be efficient in alleviating the depression, anxiety, and stress among college students with childhood trauma.更多还原