| Purpose:To know the status of executive function and other social-psychological factors of adolescent depression and normal adolescent,and explore the relations between the executive function and other psychology factors.To explore the effects of the Micro Expression Training Tool on adolescent depression.Methods:1.Investigation Research Individual general situation questionnaire,Self-Rating Depression Scale(SDS),Behavior Rating Inventory of Executive Function Self-Report Version(BRIEF-SR),Adolescent Self-Rating Life Events Check-List(ASLEC),the Automatic Thoughts Questionnaire(ATQ),Family Adaptability and Cohesion Scale,Second Edition Chinese Version(FACES ?-CV)were used to test the adolescent depression and normal adolescent to explore the status of executive function and other social-psychological factors of adolescent depression and normal adolescent,then explore the relations of those.2.Experiment ResearchThirty adolescents depression and thirty normal adolescents were trained by the Micro Expression Training Tool,and they all were tested by the micro expression before and after the training,and all signed the informed consents,and after the training they all were tested by the Behavior Rating Inventory of Executive Function Self-Report Version(BRIEF-SR)again to validate the effects of the Micro Expression Training Tool on executive function of adolescents depression and normal adolescents.Results:1.Results of Investigation Research(1)The scores of BRIEF-SR of adolescents depression and normal adolescents wereV compared between groups,there were significant differences in Emotional Control,Monitor,Working Memory,Organization of Materials,Task Completion,Behavioral Regulation,Metacognition Index and GEC(p<0.05),and the scores of Inhibit,Shift,Plan/Organize had no significant differences between adolescents depression and normal adolescents.(2)There were no significant differences in gender on the scores of Executive Function and the other factors of it(p>0.05).There were also no significant differences in the adolescents whether or not is one-child on the scores of Executive Function and the other factors of it(p>0.05).On the level of education,there were significant differences in Working Memory between high school students and the others(p<0.05),and there were no significant differences on the scores of Executive Function and the other factors of it between high school students and the others(p>0.05).(3)About the adolescents depression,GEC was significantly positively associated with SDS,Interpersonal factor and health and adaptive factor of ASLEC(p<0.05),BRI was significantly positively associated with SDS,Interpersonal factor and health and adaptive factor of ASLEC(p<0.05),MI was significantly positively associated with Interpersonal factor,Punished factor and Health and Adaptive factor of ASLEC(p<0.05).About the normal adolescent,GEC was significantly positively associated with ATQ and Learning factor of ASLEC(p<0.05),BRI was significantly positively associated with ATQ(p<0.05),MI was significantly positively associated with Learning factor and Friends and family and loss factor of ASLEC(p<0.05).(4)Multiple step-wise linear regression analyses showed that the major factors affects GEC of adolescents depression were Interpersonal factor,Health and Adaptive factor of ASLEC and gender,they explain 50.8% variation of GEC.The major factors affects BRI of adolescents depression were Health and Adaptive factor of ASLEC,SDS,Learning factor and whether or not one child,they explain 51.6% variation of BRI.The major factors affected MI of adolescent depression were Interpersonal factor,gender,Health and Adaptive factor of ASLEC,they explain 50.0% variation of MI.2.Results of Experiment Research(1)The scores of micro expression of adolescents depression and normal adolescents tested after the METT were significantly higher than tested before the METT(p<0.05),and the scores of micro expression of normal adolescent were significantly higher than adolescent depression tested before and after the METT,and also their scores of differences.(2)About the adolescent depression,the scores of Inhibit,Shift,Emotional Control,Working Memory,Task Completion,Behavioral Regulation Index(BRI),Metacognition Index(MI)and GEC of BRIEF-SR after the METT were significantly lower than the scores before the METT(p<0.05),and there were no significant differences in Monitor,Plan/Organize and Organization of Materials before and after the METT(p>0.05).About the normal adolescent,the scores of Inhibit,Shift,Emotional Control,Monitor,Working Memory,Organization of Materials,Behavioral Regulation Index(BRI),Metacognition Index(MI)and GEC of BRIEF-SR after the METT were significantly lower than the scores before the METT(p<0.05),and there were no significant differences in Plan/Organize and Task Completion before and after the METT(p>0.05).(3)There were significant differences of adolescent depression and normal adolescent in Inhibit,Shift,Emotional Control,Working Memory,Behavioral Regulation Index(BRI),Metacognition Index(MI)and GEC before and after the METT(p<0.05).Conclusions:(1)The degree of executive function damage of adolescent depression is much serious than normal adolescent.(2)Depression,Interpersonal relationship factor,Health and Adaptive factor,Punished factor,Learning factor and Loss factor of ASLEC and ATQ and ATQ are the influencing factors of adolescent depression.(3)The METT can improve the executive function of both adolescent depression and normal adolescent. |
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