| Objective:Investigated the relationship between family cohesion,cognitive-emotional regulation strategies and depression among students in a Beijing middle school,and used cognitive-emotional regulation strategies as an entry point to implement cognitive-behavioral group counseling and verify its effectiveness.The aim was to improve the cognitive-emotional regulation strategies and reduce depression in secondary school students,and to provide a new reference for families and schools to pay attention to students’ mental health.Methods:This study consists of two parts:The part one was a current survey: a whole-group sampling was used to administer questionnaires to high school freshmen to seniors in a Beijing high school,which included a general demographic questionnaire(self-administered),the Family Intimacy Scale,the Cognitive Emotion Regulation Strategies Questionnaire,and the Center for Epidemiological Studies Depression ScaleThe part two was group counseling.According to the results of Study 1,the cognitive emotion regulation strategies and depression scores were ranked from highest to lowest,and 30 high school students who scored higher on negative cognitive emotion regulation strategies than on positive cognitive emotion regulation strategies and scored ≥16 on depression were selected as the study participants.The group was randomly divided into experimental and control groups of 15 each.The control group was given conventional mental health education,and the experimental group was given group counseling once a week for a total of 8 times on this basis.Before and after the intervention,the cognitive emotion regulation strategies and depression scores of the subjects in the two groups were compared and analyzed.Results:1.In terms of family cohesions,male students scored significantly lower than female students(t=-2.302);students with left-behind experience had significantly lower family closeness scores than those without left-behind experience(t=-5.743);secondary school students living with their biological parents had significantly higher family closeness scores than the other three family structures(F=16.371)(P<0.05).2.In terms of cognitive-emotional regulation strategies,male students scored significantly lower than female students on the total score of blaming others and negative cognitive-emotional regulation strategies(t=3.885、2.313);senior students scored significantly higher on the catastrophizing,rational thinking dimension and negative cognitive-emotional regulation strategies than the other two grades(F=3.991、4.163、4.244);middle school students living with a family in which one parent remarried scored significantly higher on the self-blame and contemplation dimensions than middle school students living with their biological parents and living alone with one parent(F=3.077、2.723)(P<0.05).3.In terms of depression,female students scored significantly higher than male students on the depressive mood dimension(t=-2.529);secondary school students with left-behind experience scored significantly lower than secondary school students without left-behind experience on the positive mood dimension(t=-2.930)(P<0.05).4.Family closeness was significantly negatively correlated with negative cognitive emotion regulation strategies(r=-0.154),positively correlated with positive cognitive emotion regulation strategies(r=0.169),and negatively correlated with total depression scores(r=-0.412);negative cognitive emotion regulation strategies were significantly positively correlated with depression(r=0.251),and positive cognitive emotion regulation strategies were significantly negatively correlated with depression(r=-0.128),(P<0.01).5.The interaction term between family closeness and negative cognitive emotion regulation strategies was a significant predictor of depression(B=-0.006,P<0.01),and negative cognitive emotion regulation strategies played a moderating role between family closeness and depression.6.There was no significant difference in the total score of cognitive emotion regulation strategy,total score of depression and scores of each dimension between the experimental and control groups before the intervention(P>0.05).7.After the group intervention,the experimental group had significantly lower total scores on negative cognitive emotion regulation strategies(t=-10.609)and depression(t=-5.213)than the control group6.There were no statistically significant differences in the total scores of psychological capital,depression and all dimensions between the two groups before intervention(P<0.001).8.The group effects for the total score of cognitive emotion regulation strategies and each dimension showed that the experimental and control groups had significant between-group effects for the total score of self-blame dimension(F=8.432,P<0.01),catastrophizing dimension(F=8.411,P<0.01),acceptance dimension(F=7.216,P<0.05),rational thinking dimension(F=7.926,P<0.01),and negative cognitive emotion regulation strategies(F=16.632,P<0.001)and positive cognitive emotion regulation strategies total score(F=6.322,P<0.05)had significant between-group treatment effects;self-blame dimension(F=4.686,P<0.05),contemplation dimension(F=12.446,P<0.01),catastrophizing dimension(F=33.565,P<0.001),blaming others dimension(F=8.100,P<0.01)and total negative cognitive emotion regulation strategy scores(F=75.053,P<0.001)had a tendency to change over time;the contemplation dimension(F=16.407,P<0.001),the catastrophizing dimension(F=25.035,P<0.001),the blaming others dimension(F=9.292,P<0.01),the acceptance dimension(F=5.072,P<0.05),reprogramming dimension(F=12.465,P<0.01),rational thinking dimension(F=5.763,P<0.05)and total score of negative cognitive emotion regulation strategies(F=69.967,P<0.001)and total score of positive cognitive emotion regulation strategies(F=6.322,P<0.05)in group and time The interaction between group and time differed significantly;further simple effects analysis showed that the post-test catastrophizing dimension scores and the total negative cognitive emotion regulation strategy scores were significantly lower in the experimental group than in the pre-test.9.Group effects for total depression score and each dimension showed significant between-group treatment effects between the experimental and control groups on somatic symptom dimension(F=4.469,P<0.05)and total depression score(F=7.805,P<0.01);depressed mood dimension(F=6.804,P<0.05)and total depression score(F= 13.592,P<0.01)tended to change over time;total depression scores(F=14.409,P<0.01)differed significantly on the interaction between group and time;further simple effects analysis showed that total depression scores were significantly lower in the experimental group on the posttest than on the pretest.Conclusion:1.Family cohesion and depression were significantly negatively associated,and negative cognitive emotion regulation strategies were significantly positively associated with depression.2.Negative cognitive-emotional regulation strategies moderated the relationship between family cohesion and depression in middle school students.3.Cognitive-behavioral group counseling can significantly improve the negative cognitive-emotional regulation strategies of middle school students and thus reduce depression. |
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