PTSD与PTG的关系：来自教师群体的追踪研究证据

摘要/Abstract

摘要： 采用追踪研究的方式，在汶川地震后一年和一年半两个时间点，对极重灾区的116名中小学教师进行问卷调查，通过建立交叉滞后模型，探讨其创伤后应激障碍（PTSD）和创伤后成长（PTG）在时间进程中的相互关系。结果显示：（1）震后一年和一年半的教师，其PTSD水平较低，PTG水平中等，两者具有一定稳定性；（2）在同一个时间点上，PTSD和PTG的相关不显著；（3）震后一年的PTG能显著负向预测震后一年半的PTSD，而震后一年的PTSD不能显著预测震后一年半的PTG。成长对于长期的创伤后负性应激降低有积极作用，可采用积极的视角来进行心理重建。

关键词: 中小学教师, 创伤后应激障碍（PTSD）, 创伤后成长（PTG）, 追踪研究, 汶川地震

Abstract: The longitudinal study examined the course and bidirectional relation between posttraumatic stress disorder(PTSD) and posttraumatic growth(PTG). 116 primary and secondary school teachers in the most severely affected area were investigated by self-report questionnaires at 1 year and 1.5 year after Wenchuan Earthquake. The cross-lagged structure equation analysis revealed that: (1) At 1 year and 1.5 year after earthquake, the PTSD is relatively low and PTG is moderate, and both show noticeably high stability; (2) the correlation between PTSD and PTG at the same time point was not significant; (3) PTG at previous time could negatively predict PTSD at subsequent time, while PTSD at previous time could not significant predict PTG at subsequent time. Growth can play a role in reducing long-term posttraumatic distress, and the implication of positive perspective in psychological intervention was discussed.

Key words: primary and middle school teachers, Posttraumatic Stress Disorder(PTSD), Posttraumatic Growth(PTG), longitudinal study, Wenchuan Earthquake

中图分类号:

B844.3

陈杰灵, 伍新春, 曾盼盼, 周宵, 熊国钰. PTSD与PTG的关系：来自教师群体的追踪研究证据[J]. 心理发展与教育, 2014, 30(1): 75-81.

CHEN Jie-ling, WU Xin-chun, Zeng Pan-pan, ZHOU Xiao, XIONG Guo-yu. The Relationship between PTSD and PTG：Evidence From Longitudinal Study of Teachers Survived in Wenchuan Earthquake[J]. Psychological Development and Education, 2014, 30(1): 75-81.

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