文献溯源视域下数字化心理健康服务的应用及前景-以童年不良经历青少年为例

仇煜; QIU Yu

doi:10.48014/bcps.20250627001

文献溯源视域下数字化心理健康服务的应用及前景-以童年不良经历青少年为例

The Application and Prospect of Digital Mental Health Services from the Perspective of Literature Traceability: Taking Adolescents with Adverse Childhood Experiences as an Example

中国心理科学通报 2025年第3卷第3期页码[125-133] 下载全文[1.8MB]

摘要

如何建立健全的心理育人体系, 一直是教育领域的重要课题。其中, 童年不良经历 (adverse childhood experiences, ACEs) 是全球普遍存在的公共卫生问题, 也是导致青少年出现心理或行为问题的重要因素。因此, 如何提高青少年心理韧性和整体健康水平对于推动教育强国建设至关重要。在积极心理科技视域下, 基于交互科技的自助式虚拟韧性培育方法是有效改善ACEs青少年心理困境的关键所在。鉴于此, 本文结合数字交互技术和青少年群体的心理发展特点, 结合基于CiteSpace的文献考古和相关文献溯源, 为ACEs群体的心理健康教育提供相应路径遵循。研究发现, 情感支持、认知行为干预、个性化心理服务是改善ACEs青少年心理问题的关键, 而数字心理App的普及同样可以有效提升心理干预的可及性与有效性。本研究旨在为ACEs群体心理援助体系提供参照, 从而更好满足青少年不同种类不同层次的心理援助需求。

Abstract

How to establish a sound psychological education system has always been an important issue in the field of education. Adverse childhood experiences (ACEs) , as a globally prevalent public health concern, represent a significant factor contributing to psychological and behavioral issues among adolescents. Consequently, enhancing adolescents' psychological resilience and overall well-being is paramount for advancing the development of an education-oriented nation. Within the framework of Positive Psychological Technology, self-guided virtual resilience cultivation methods leveraging interactive technologies emerge as pivotal solutions for effectively addressing the psychological challenges faced by adolescents with ACEs. This study therefore integrates digital interactive technologies with the psychological developmental characteristics of adolescent populations, employing CiteSpace-based literature archaeology and systematic source tracing to delineate actionable pathways for mental health education targeting the ACEs cohort. Key findings indicate that emotional support, cognitive-behavioral interventions, and personalized psychological services are essential for ameliorating psychological difficulties in ACEs-affected youth, while the proliferation of digital mental health applications substantially enhances the accessibility and efficacy of psychological interventions. The aim of this study is to provide a reference for the ACEs group psychological assistance system, in order to better meet the different types and levels of psychological assistance needs of adolescent.

DOI

10.48014/bcps.20250627001

文章类型

综述

收稿日期

2025-06-27

接收日期

2025-07-17

出版日期

2025-09-28

关键词

童年不良经历, 心理干预, 青少年心理咨询, 数字交互技术

Keywords

Adverse childhood experience, psychological intervention, adolescent psychological counseling, digital interactive technology

作者

仇煜

Author

QIU Yu

所在单位

杭州师范大学外国语学院, 杭州311121

Company

School of Foreign Languages, Hangzhou Normal University, Hangzhou 311121, China

浏览量

下载量

基金项目

本文系杭州师范大学2024—2025学年“本科生创新能力提升工程”项目阶段性研究成果。

参考文献

[1] 林振芬. 关于加强中小学心理健康教育的若干意见教育部_2000年第6号国务院公报_中国政府网[EB/OL](1999-08-13)[2025-05-28].
https://www.gov.cn/gongbao/content/2000/content_60601.htm.
[2] FELITTI V J, ANDA R F, et al. REPRINT OF: Relationship of Childhood Abuse and Household Dysfunction to Many of the Leading Causes of Death in Adults: The Adverse Childhood Experiences(ACE)Study[J]. American Journal of Preventive Medicine, 2019, 56(6): 774-786.
[3] 毛平, 龙楠楠, 谢文照, 等. 有童年不良经历的儿童和青少年心理健康服务需求的定性研究进展[J]. 中南大学学报(医学版), 2022, 47(08): 1163-1170.
[4] 倪士光, 胡子卉, 林煜东. 科技更向善: 基于数字交互技术的青少年心理韧性培育[J]. 西北师大学报(社会科学版), 2024, 61(02): 100-114.
https://doi.org/10.16783/j.cnki.nwnus.2024.02.012.
[5] 李仲贤. 立足中华优秀传统文化, 赋能学生心理健康[J]. 江西教育, 2025(14): 79-80.
[6] 李雅妮. 我国社区心理卫生服务组织体系研究[D]. 武汉: 华中科技大学, 2010.
[7] HIGGEN S, MUELLER J T, MÖSKO M. Review: Universal mental health interventions for young students in adverse environments-a systematic review of evaluated interventions[J]. Child and Adolescent Mental Health, 2022, 27(3): 281-293.
https://doi.org/10.1111/camh.12493.
[8] MARIE-MITCHELL A, KOSTOLANSKY R. A systematic review of trials to improve child outcomes associated with adverse childhood experiences[J]. American Journal of Preventive Medicine, 2019, 56(5): 756-764.
https://doi.org/10.1016/j.amepre.2018.11.030.
[9] CHAPMAN-HILLIARD C, PELHAM T, MOLLO V, et al. Clinical utility of depression measures and symptoms: Implications for suicide risk assessment in high risk, resource limited youth populations[J]. Suicide & Life-Threatening Behavior, 2025, 55(1): e13068.
https://doi.org/10.1111/sltb.13068.
[10] SAHLE B W, REAVLEY N J, MORGAN A J, et al. A Delphi study to identify intervention priorities to prevent the occurrence and reduce the impact of adverse childhood experiences[J]. Australian and New Zealand Journal of Psychiatry, 2022, 56(6): 686-694.
https://doi.org/10.1177/00048674211025717.
[11] 高莉. 基于CiteSpace的国外元话语研究分析(2006—2024)[J/OL]. 北京第二外国语学院学报, 1-14[2025- 07-14].
http://kns.cnki.net/kcms/detail/11.2802.H.20250623.1646.004.html.
[12] 朱生营. 中小学心理健康教育的现状与思考———基于中小学心理健康教育工作现状调研分析报告[J]. 中小学心理健康教育, 2020,(36): 4-10+14.
[13] 边鹏. 技术接受模型研究综述[J/OL]. 图书馆学研究, 2012(1): 2-6+10.
https://doi.org/10.15941/j.cnki.issn1001-0424.2012.01.022.
[14] 冯丽娜, 乐惠骁, 钟瑶. 边缘的“局内人”与忙碌的“局外人”: 专职与兼职心理教师职业倦怠研究[J]. 教育发展研究, 2024, 44(24): 55-65.
https://doi.org/10.14121/j.cnki.1008-3855.2024.24.012.
[15] 彭雅楠, 席居哲, 左志宏. 互联网+背景下心理服务类APP的现状、问题及展望[J]. 中国临床心理学杂志, 2017, 25(02): 333-336+309.
https://doi.org/10.16128/j.cnki.1005-3611.2017.02.029.
[16] 曹晓明, 叶小露, 罗九同, 等. 智能体支持的人机协同学习心理障碍研究———基于一项英语口语交流实验的多模态数据对比分析[J]. 现代教育技术, 2025, 35(04): 102-109.
[17] 沙莎, 杨振之. 避寒旅游疗愈: 旅游者注意力恢复和压力缓解的脑电实验研究[J]. 旅游学刊, 2025, 40(05): 103-119.
https://doi.org/10.19765/j.cnki.1002-5006.2025.05.011.
[18] 孔元. 中小学生数字素养游戏化测评行为模式挖掘[D]. 武汉: 华中师范大学, 2024.
https://doi.org/10.27159/d.cnki.ghzsu.2024.000967.
[19] 冯家伟. 多感官互动体验设计研究[D]. 北京: 北京服装学院, 2020.
https://doi.org/10.26932/d.cnki.gbjfc.2020.000251.

引用本文

仇煜. 文献溯源视域下数字化心理健康服务的应用及前景———以童年不良经历青少年为例[J]. 中国心理科学通报, 2025, 3(3): 125-133.

Citation

QIU Yu. The application and prospect of digital mental health services from the perspective of literature traceability: taking adolescents with adverse childhood experiences as an example[J]. Bulletin of Chinese Psychological Sciences, 2025, 3(3): 125-133.