Impact of group cognitive behavioral therapy counseling on cognitive control among college students with high obsessive-compulsive traits

Abstract

Objective To explore the effect of group cognitive behavioral therapy (GCBT) on cognitive control among college students with high obsessive-compulsive traits, to provide basic information for the psychological counseling intervention for college students.

Methods From March to April 2019, 687 students were conveniently selected from 2 universities in Hefei. According to the inclusion and exclusion criteria, 58 students with high obsessive traits were selected and divided into experimental group ( n=29) and control group ( n=29) by random number table method. The experimental group received cognitive behavioral group counseling for 4 weeks (1.5 h each time, twice a week), while the control group receive no intervention. The Obsessive-Compulsive Inventory-Revised (OCI–R), Stroop Color-Word Test (SCWT), Digital Span Test (DST), and Wisconsin Card Sorting Test (WSCT) were used to assess in two groups at baseline and 4 weeks later.

Results After 4 weeks, the scores of OCI–R in the GCBT group (10.28±7.22) was lower than that of in the control group (15.90±10.20) ( t=2.42, P<0.05). Before and after intervention, compared with the control group [(21.89±6.63, 20.52±7.37) s, (8.62±4.43, 8.04±4.84) s] in Stroop C and Stroop interfere effects (SIE), the GCBT group [(22.14±4.92, 16.81±3.43) s, (8.36±3.87, 4.82±1.86) s], the interaction of time’ group was statistically significant ( F=14.60, 10.54, P<0.05). Compared with the control group (6.21±1.35, 6.55±1.45) times, the scores of DST-reverse in the GCBT group (6.31±1.44, 7.24±1.38) times were statistically significant ( F=3.96, P<0.05).

Conclusion It suggests that cognitive behavioral group counseling can improve the inhibitory control and working memory of college students with high obsessive-compulsive traits, but does not change the cognitive flexibility.

Abstract

【摘要】 目的 探讨认知行为团体辅导 (GCBT) 对髙强迫特质大学生认知控制的影响, 为开展髙校学生心理辅导干预提 供基础资料。 方法 2019 年 3—4 月, 方便选取合肥市 2 所髙校的 687 名学生为研究对象, 按照纳人与排除标准选取其中 58 例髙强迫特质大学生, 随机数字表法分为实验组 (29 名) 和对照组 (29 名)。实验组接受 8 次的认知行为团体辅导(共 4 周, 每周 2 次, 每次 90 min), 对照组不做任何处理。在基线与 4 周后对 2 组进行强迫症状量表 (OCI–R) 及 Stroop 色词测验 (SWCT)、数字广度测验 (DST) 和威斯康辛卡片测试 (WSCT) 测评。 结果 干预后, GCBT 组 OCI–R 评分 (10.28±7.22) 低于 对照组 (15.90±10.20) 分 ( t=2.42, P<0.05)。在 Stroop C 和干扰效应 (SIE) 耗时上, 对照组干预前后分别为 (21.89±6.63, 8.62±4.43; 20.52±7.37, 8.04±4.84) s, GCBT 组分别为 (22.14±4.92, 8.36±3.87; 16.81±3.43, 4.82±1.86) s, 时间x组别的交互作 用均有统计学意义 ( F 值分别为 14.60, 10.54, P 值均<0.05); 在 DST-倒背得分上, 对照组干预前后为 (6.21±1.35, 6.55±1.45) 个, GCBT 组为 (6.31±1.44, 7.24±1.38) 个, 时间x组别的交互作用有统计学意义 ( F=3.96, P<0.05)。 结论 认知行为 团体辅导可以改善髙强迫特质大学生的抑制控制和工作记忆, 但未改变认知灵活性。