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The Influence of Assignment on the Treatment Effect of School Phobia in Meta-cognition Intervention Technique

Author: QiuShuHong
Tutor: JinHongYuan
School: Liaoning Normal University
Course: Applied Psychology
Keywords: School phobia Meta-cognition Intervention Technique Assignment Conditioned emotion
CLC: B844.2
Type: Master's thesis
Year: 2011
Downloads: 37
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Abstract


Objective:To vertify the effects of treatment of Meta-cognition Intervention Technique on the school phobia, and discuss whether Meta-cognition Intervention Technique with homework assignment has positive influence in treatment effects and long-term effects after treatment of school phobia.Method:8school phobia clients are selected to be subjects who came to Liaoning Normal University psychological consultation center for help from2008.11.29to2010.12.10.They are randomly allocated to Experimental Group and Control Group in chronological order. Meta-cognition Intervention Technique with homework assignment technique is used in Experimental Group as well as that without homework assignment technique in Control Group. The small-sample Multiple-baseline design is introduced in the research, times of skipping classes, times of distraction in1st class and times of body disorder attract are selected to be features of multiple-baseline design, the test data before and after treatment in SCL-90and HAMA-Hamilton is used to be the evaluation indexes of treatment effects. The differences between the two groups are analyzed through W-test. The emotional expression in treatment, emotional expression back school, degree of initiative and confidence satisfaction back school are included as features.Results:The scores in SCL-90and HAMA-Hamilton of the two groups are all below division criteria. Multiple-baseline figure shows that after the first intervention, the degree of school phobia decreases obviously and trends to disappear in Experimental Group. However, the degree of school phobia decreases slowly and still exists in Control Group. After the second intervention, the degree of school phobia decreases obviously and trends to disappear in Control Group. None of the symptoms recrudesces in the two groups in the1-9months follow-up period. The W-tests in the three items including emotional expression back school, degree of initiative and confidence satisfaction back school differs significantly between the two groups after the first intervention.Conclusion:Meta-cognition Intervention Technique has significant treatment effects on school phobia. Homework assignment in the technique has positive influence on the treatment effects and long-term effects of school phobia.

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