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脊髓损伤后的心理调适:应对、希望和认知评估的作用

Psychological adjustment to spinal cord injury: the contribution of coping, hope and cognitive appraisals.

作者信息

Kennedy Paul, Evans Matthew, Sandhu Navtej

机构信息

Department of Clinical Psychology, National Spinal Injuries Centre, Stoke Mandeville Hospital, University of Oxford, Aylesbury, United Kingdom.

出版信息

Psychol Health Med. 2009 Jan;14(1):17-33. doi: 10.1080/13548500802001801.

DOI:10.1080/13548500802001801
PMID:19085309
Abstract

This study explored the degree to which current cognitions, in terms of appraisals and hope, are associated with the use of coping strategies and psychological adjustment to spinal cord injury (SCI). A cross-sectional survey design was used. A range of comprehensive, standard self-report measures were administered to 54 newly injured people with SCI. Correlation analyses were used to explore associations between factors. Forward hierarchical multiple regression analyses were also employed to examine the degree to which appraisals and hope predicted coping and adjustment. Hope and primary appraisals of threat were significantly correlated with the coping strategy of fighting spirit. Hope was a better predictor of coping than appraisals were. Of all the variables considered, appraisals showed the strongest association with adjustment, accounting for 12 per cent of the variance in anxiety and 34 per cent of the variance in depression. Coping variables did not explain more variance in depression than threat and challenge appraisals. Current cognitions, in particular primary appraisals of threat, are important in the process of psychological adjustment to SCI. Greater emphasis needs to be placed on appraisals in future coping research and interventions.

摘要

本研究探讨了就评估和希望而言,当前认知与应对策略的使用以及对脊髓损伤(SCI)的心理调适之间的关联程度。采用了横断面调查设计。对54名新受伤的脊髓损伤患者进行了一系列全面、标准的自我报告测量。使用相关分析来探索各因素之间的关联。还采用了向前逐步多元回归分析,以检验评估和希望对应对及调适的预测程度。希望和对威胁的初步评估与斗志应对策略显著相关。希望对应对的预测比评估更好。在所有考虑的变量中,评估与调适的关联最强,解释了焦虑方差的12%和抑郁方差的34%。应对变量在解释抑郁方差方面,并不比威胁和挑战评估更多。当前认知,尤其是对威胁的初步评估,在脊髓损伤心理调适过程中很重要。在未来的应对研究和干预中,需要更加强调评估。

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