物語を用いた認知再構成法が自動思考に及ぼす影響

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タイトル別名
  • モノガタリ オ モチイタ ニンチ サイコウセイホウ ガ ジドウ シコウ ニ オヨボス エイキョウ
  • Impact of cognitive restructuring using narratives on automatic thoughts

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抄録

研究1では,認知再構成法の要素を盛り込んだ物語を作成した。物語の題材は出雲(2016)より,友人関係,バイト関係,恋人関係で大学生に起こると思われる出来事をとりあげた。各物語には,認知再構成法の要素,「気分」「状況」「自動思考」「根拠」「反証」「適応的思考」「今の気分」を取り入れた。大学生,大学院生の計53名に物語の印象(気分,理解度,自己応用,わかりやすさ)の各項目について5件法で評定を行ってもらった。結果,友人関係,バイト関係の物語で全ての項目で3点以上だった。このことから,友人関係とバイト関係に関する物語が活用できることが示唆された。研究2では,研究1で作成した友人関係とバイト関係の物語を用いて,大学生と大学院生の9名に半構造化面接を行った。面接前にATQ-R 短縮版と日本語版PANAS に評定を行ってもらった。続いて,自分の悩みについての思考や気分について簡単に答えてもらい,認知再構成法の要素を盛り込んだ友人関係かバイト関係のいずれかの物語を読んでもらった。その後,再度,自分の悩みについての思考や気分について答え事後評定を行ってもらった。結果,否定的な思考や感情が有意に下がり,肯定的思考とポジティブ感情が上がることが示された。 In study 1, narratives were created with the components of cognitive restructuring. The subjects for the narratives were events that are likely to arise among university students in friendships, part-time work relationships, and romantic relationships, as discussed by Izumo (2016). Each narrative included the components of cognitive restructuring: mood, status, automatic thoughts, evidence, counterevidence, adaptive thoughts, and current mood. A total of 53 university students and graduate students gave their impressions of the narratives by rating them on a five-point scale for each aspect (mood, comprehension, self-applicability, and comprehensibility). The friendship and part-time work relationship narratives scored three points or higher in all aspects. This indicated that the friendship and part-time work relationship narratives could be used.In study 2, the friendship and part-time work relationship narratives that were created in study 1 were used in semistructured interviews with nine university students and graduate students. Before the interviews, students completed the short-form ATQ-R and the Japanese version of the PANAS. They were then asked to give brief responses about their thoughts concerning their own problems and their mood and to read either the friendship narrative or the part-time work relationship narrative that both incorporated the components of cognitive restructuring. They were then asked again for their thoughts concerning their own problems and their mood and completed the assessments. The result was a significant decrease in negative thinking and emotions and an increase in positive thinking and emotions.

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