绘画审美治疗对大学生抑郁症状影响的实验研究
|
摘要
绘画是人们表达情感和愿望的天然工具。透过绘画的创造和欣赏的审美过程，个体可以获得身心缓和的空间，降低其情绪情感上的冲突和困扰，以升华个人的情感，并提升其洞察力。然而，纵观国内外教育心理和绘画治疗领域，这方面的实证研究尚未得到足够重视。面对现代社会个体心理问题日益增加的现实，利用绘画这一非语言的沟通媒介，透过当事人对其绘画作品的审美联想与诠释，来抒发其内在的情绪情感，表达其内心的想法和愿望，感悟绘画作品的审美特征，以提供当事人自我表现、自我成长的机会，尤其是针对当代大学生心理问题突出、抑郁状况堪忧的实际，在学校心理健康活动中，充分利用绘画所具有的特殊的表达人类情感和愿望的特点以及其独具的审美要素来干预大学生的抑郁症状和心理问题，促进其心理素质的不断提高，对于培养高素质人才具有重要的理论价值和实践意义。
本研究在借鉴国内外已有研究成果的基础上，从绘画审美这一独特视角出发，引入团体辅导这一干预大学生抑郁症状的独特形式，构建绘画审美治疗活动模型。以该模型为指导，紧密结合大学生抑郁症状的具体表现，设计具有针对性和可操作性的绘画审美团体干预活动方案，对31名不同抑郁水平大学生被试进行了为期三个月共十次的以绘画审美团体辅导，探讨了绘画审美治疗活动对大学生抑郁症状和总体心理健康水平的影响效应。
本研究得出如下结论：
(1)绘画审美治疗活动模型的构建及其操作方案的设计具可行性；
(2)所构建的绘画审美治疗活动模型及其操作实施方案对大学生抑郁症状具有一定的针对性：
(3)总体上，绘画审美治疗活动能显著改善大学生的抑郁症状，促进了抑郁症状大学生总体心理健康水平的显著提高，其效应主要表现在显著地改善了抑郁症状大学生的躯体化、人际关系敏感、精神病性和偏执四个心理健康因子；
(4)绘画审美治疗对大学生抑郁症状的影响在性别、地区、文理专业、父母文化程度、是否独生子女、家庭经济收入等方面不存在显著差异。
总之，通过绘画审美治疗活动模型的构建和活动实施方案的设计，对大学生的抑郁症状实施干预，能够有效改善大学生的抑郁症状并促进其总体心理健康水平的提高；绘画审美治疗可以作为大学生心理健康教育的一种有效形式，值得推广。
Drawing is naturally the tool to express the feeling of human being. Drawing possesses its unique functions. It can not only settle human being's emotion and metal problems, but also enhance psychological obstuction of sufferer' self-esteem , self-conception and social abilities.However, making a comprehensive survey of research field of the domestic and international educational psychology and drawing psychotherapy, the positive research of this subject has not been paid enough attention to yet.In the face of the reality of increased individual's mental health problem in the modern society, it is important to make full use of the drawing aesthetic appreciation to accommodate the individual's mental health problem and promote the development of it's mental quality.For the reality that the contemporary undergraduates' mental problen is stressed and the state of the depression cause anxiety, in the school psychological health educational activities , making full use of psychological effect to accommodate undergraduates' depressive symptoms and mental problem to promote the constant improvement of its mental quality has the importance of the theory values and the practical meaning for fostering the high-quality talent's.
Based on the domestic and international existed research, this thesis construct the model from the unique view of drawing aesthetic psychology, which refers to the drawing aesthetic appreciation that meets the psychology's needs to the undergraduate.Regarding this model as guidelines , it introduce two kinds of technology, which are group's psychological consultation and drawing therapy, to design the activity schene of the drawing aesthetic appreciation with pertinence and operation, then do the experiment of educational intervention to the undergraduate's depressive symptoms, so as to discuss the result that the drawing therapy's impact on the research which lasted three months 10 times group's intervention to intervene 31 undergraduate with different depression depree. The results indicated as following:
(1) The model of drawing of drawing psychothrapy has the feasibility in its structure and the axtivity scheme.
(2) The theory model and the implementation of its activity scheme that constructed in this thesis have an effect on undergraduate's depressive symptoms.
(3) On the whole, Drawing psychothrapy can improve effectively the undergraduate's depressive symptoms , and has promoted availably the whole mental health level. Drawing psychothrapy can improve effectively the undergraduate's depressive symptoms , and has promoted availably the somatization , interpersonal sensitivity, psychoticism, paranoid-ideation in mental health level.
(4) There is no significant difference among the sex, area, major, the income of a family, wheather or not a child with a pair of the couple, the educationl level of parents , when the drawing psychothrapy affects on the undergraduate's depressive symptoms.
In a word, through constructing the theory model and designing the activity implementing scheme of the drawing aesthetic appreciation psychothrapy and intervening the undergraduate's depressive symptoms, can efficiently improve the undergraduate's depressive symptoms and promote the level of the whole mental health.Drawing psychothrapy can be regarded as a kind of effective form of undergraduate's mental health education, and can be worthy to be popularized.
本研究在借鉴国内外已有研究成果的基础上，从绘画审美这一独特视角出发，引入团体辅导这一干预大学生抑郁症状的独特形式，构建绘画审美治疗活动模型。以该模型为指导，紧密结合大学生抑郁症状的具体表现，设计具有针对性和可操作性的绘画审美团体干预活动方案，对31名不同抑郁水平大学生被试进行了为期三个月共十次的以绘画审美团体辅导，探讨了绘画审美治疗活动对大学生抑郁症状和总体心理健康水平的影响效应。
本研究得出如下结论：
(1)绘画审美治疗活动模型的构建及其操作方案的设计具可行性；
(2)所构建的绘画审美治疗活动模型及其操作实施方案对大学生抑郁症状具有一定的针对性：
(3)总体上，绘画审美治疗活动能显著改善大学生的抑郁症状，促进了抑郁症状大学生总体心理健康水平的显著提高，其效应主要表现在显著地改善了抑郁症状大学生的躯体化、人际关系敏感、精神病性和偏执四个心理健康因子；
(4)绘画审美治疗对大学生抑郁症状的影响在性别、地区、文理专业、父母文化程度、是否独生子女、家庭经济收入等方面不存在显著差异。
总之，通过绘画审美治疗活动模型的构建和活动实施方案的设计，对大学生的抑郁症状实施干预，能够有效改善大学生的抑郁症状并促进其总体心理健康水平的提高；绘画审美治疗可以作为大学生心理健康教育的一种有效形式，值得推广。
Drawing is naturally the tool to express the feeling of human being. Drawing possesses its unique functions. It can not only settle human being's emotion and metal problems, but also enhance psychological obstuction of sufferer' self-esteem , self-conception and social abilities.However, making a comprehensive survey of research field of the domestic and international educational psychology and drawing psychotherapy, the positive research of this subject has not been paid enough attention to yet.In the face of the reality of increased individual's mental health problem in the modern society, it is important to make full use of the drawing aesthetic appreciation to accommodate the individual's mental health problem and promote the development of it's mental quality.For the reality that the contemporary undergraduates' mental problen is stressed and the state of the depression cause anxiety, in the school psychological health educational activities , making full use of psychological effect to accommodate undergraduates' depressive symptoms and mental problem to promote the constant improvement of its mental quality has the importance of the theory values and the practical meaning for fostering the high-quality talent's.
Based on the domestic and international existed research, this thesis construct the model from the unique view of drawing aesthetic psychology, which refers to the drawing aesthetic appreciation that meets the psychology's needs to the undergraduate.Regarding this model as guidelines , it introduce two kinds of technology, which are group's psychological consultation and drawing therapy, to design the activity schene of the drawing aesthetic appreciation with pertinence and operation, then do the experiment of educational intervention to the undergraduate's depressive symptoms, so as to discuss the result that the drawing therapy's impact on the research which lasted three months 10 times group's intervention to intervene 31 undergraduate with different depression depree. The results indicated as following:
(1) The model of drawing of drawing psychothrapy has the feasibility in its structure and the axtivity scheme.
(2) The theory model and the implementation of its activity scheme that constructed in this thesis have an effect on undergraduate's depressive symptoms.
(3) On the whole, Drawing psychothrapy can improve effectively the undergraduate's depressive symptoms , and has promoted availably the whole mental health level. Drawing psychothrapy can improve effectively the undergraduate's depressive symptoms , and has promoted availably the somatization , interpersonal sensitivity, psychoticism, paranoid-ideation in mental health level.
(4) There is no significant difference among the sex, area, major, the income of a family, wheather or not a child with a pair of the couple, the educationl level of parents , when the drawing psychothrapy affects on the undergraduate's depressive symptoms.
In a word, through constructing the theory model and designing the activity implementing scheme of the drawing aesthetic appreciation psychothrapy and intervening the undergraduate's depressive symptoms, can efficiently improve the undergraduate's depressive symptoms and promote the level of the whole mental health.Drawing psychothrapy can be regarded as a kind of effective form of undergraduate's mental health education, and can be worthy to be popularized.
引文
[1]让·罗尔·布约克奥尔德．本能缪斯．王毅等译著．上海：上海人民出版社，1997．1—341．
[2]魏源．国外绘画心理治疗的应用性研究回顾．中国临床康复2004，8(27)：5946-1
[3]答会明，李梦月．大学生心理健康水平及与其父母教养方式的关系研究．健康心理学杂志，2000，8(4)：385
[4]于海涛．大学生心理健康现状的调查与分析．河南教育学院学报，2003，12(2)：87 ‘。
[5]林静，于佳．变革时期大学生心理健康探析．西南民族学院学报，2003，24(2)：992
[6]毕研洁，段玉虎．大学生心理健康调查及其不良心理成因的分析．兰州大学学报(社科版)，2003，31(5)：138
[7]方白盈．高师院校大学生心理健康状况调查研究．安徽师范大学学报(社科版)，1999，27(3)：411
[8]陈旭，张大均心理健康教育模式的整合探析．教育研究，2002，1
[9]刘芳．抑郁大学生心理特点及治疗．健康心理学，1997，3(5)：141
[10]刘美娟等．大学生scl-90测试结果的研究．心理科学，1995，18(5)：295-298
[11]纪宏．高师院校大学生心理素质调查研究及自杀危机干预．北京师范大学学报(哲社版)，1999，1：26-33
[12]文辉，黎听，葛俊杰．大学生心理健康状况的调查分析．高教论坛，2004，4：40
[13]Goodwin &Jaminson.Healy et al.J Psychopharmacol.1999;13:94-99
[14]光明日报光明网．http://health.sohu.com/20050930/n240475182.shtml.2005.9.30.
[15]许又新．抑郁症研究进展．Chin J Intern Med．June 1998，vol 37，No．6：428
[16]许又新．抑郁症研究进展．Chin J Intern Med．June 1998，vol 37，No．7：494
[17]冯正直．中学生抑郁症状的社会信息加工方式研究．博士论文．重庆：西南师范大学教育科学研究所，2002
[18]AngCantwell DP,Backer L.Manifestations of depressive affect in adolescence.Journal of Youth and Adolescence,1991,20:121-133old A, Rutter M Effects of age and pubertal status on epression in alarge clinical sample.Development and Psychopathology,1992.5-28
[19]Cantwell DP,Backer L.Manifestations of depressive affect in adolescence.Journal of Youth and Adolescence,1991,20:121-133
[20]Judd LL,Rapaport MH,Paulas MP,et al.Susyndromal symptomatic depression:a new model disorder.J clpsychiatr
[21]贾继敏，徐俊冕．抑郁症诊断分类的临床研究．临床精神医学杂志，2001，11(2)：95-96
[22]Compas BE,Sydeny EY,Kathryn EG. Taxonomy,assessment,and diagnosis of depression during adolesecence.Psychology Bulletin,1993,124(20):323-344
[23]瞿书涛．抑郁症状的多样性表现．中华精神科杂志，1998，31(4)：243-244
[24]Beck A.T.Depression:clinical, experimental and theoretical aspects.New York:Harper, row, 1967
[25]Beck A.T.Depression:Caves and treatment.Philadephia:University of Pennsylvania Press, 1975.54-58
[26]弗拉赫．神秘的潜力-论抑郁，方永德译．上海：上海人民出版社，1998．230
[27]Brown, G.W., &Harris, T.O.(1978).Social origins of depression:A study of psychiatric disorder in women.London:Tavistock.
[28]Brown, G.W., Bifulco, A., &Andrews, B.(1990).Self-esteem and depression:Ⅱ.Social correlates of esteem.Social psychiatric Epidemiology, 25, 225-234
[29]Brown, JD.(1986).Evaluations of self and others:Self-enhancement biases in social judgements, Social Cognition., 4, 353-376
[30]Andrews, B., &Brown, GW(1993).Selfoesteem and vulnerability to depression:The concurrent validity of interview and questionnaires measures.Journal of Abonormal Psychology.
[31]Miller, PM., Kreitman, NB., Ingham, J.C., &Sashidharan, SP.(1989).Self-esteem, life stess, and psychiatric disorder.Journal of AffectiveDisorders, 17, 65-75
[32]Roberts, JE., Gotlib, IH., &Kassel, J.D.(1996).Adult attachment security and symptoms of depression:The mediating role of dysfunctional attitudes and low self-esteem.Journal of Personality and Social Psychology, 70, 310-320.
[33]Butler, AC., Hokanson, JE., &Flynn, HA.(1994).A comparison of self-esteem lability and low self-esteem as vulnerability factors for depression.Journal of Personality and social Psychology, 66, 166-177.
[34]Kernis, MH., Granmemann, BD., &Barclay, L.C.(1991).Stability of esteem as amoderator of the relation between level of esteem and depression.Journal of Personality and Social Psychology, 61, 80-84
[35]Roberts, JE., Kassel, JD., & Gotlib i.H.(1995)Level and stability of self-esteem as predictors of depressive symptoms.Personality and Differences, 19, 217-224.
[36]Roberts, JE., &Monroe, S.M.(1992).vulnerable self-esteem and depressive symptoms:Prospective findings comparing three alternative conceptualizations.Journal of Personality and Social Psychology, 62, 804-812
[37]Roberts, JE., &Monroe, S.M.(1994).A multidimensional model of esteem in depression.Clinical Psychology Review, 14, 161-182.
[38]Beck, A.T.(1976).Cognitive therapy and emotional disorders.New York:International Universities Press.
[39]Bibring, E.(1953).Themechanism of depression.In P..Greenacre(ED), Affective disorders:Psychoanalytic contr.ibutions to their study (pp. 13-48).New York:International University Press.
[40]Oatley, K., & Bolton, W.(1985).A social-cognitive theory of depression in reaction to life events.Psychological Review, 92, 372-388.
[41]张秋菊．不同群体类型师范大学生抑郁发生率及其相关因素分析．中国临床康复，2005，32(9)：92-93
[42]阳德华．大学生抑郁人格关系初探．健康心理学，2004(12)3：235
[43]Beck, A.T.(1983).Cognitive therapy of depression:New perspectives In P.J.Clayton & J.E.Barrett(Eds.), treatment of depression:Old controversities and new approaches(pp.265-290).New York:Raven Press.
[44]刘宇宁，金月兰．大学生抑郁情绪及相关因素的初探．中国临床心理学杂志，2001，3(9)：208-209
[45]饶燕婷等．家庭环境与大学生抑郁和疏离感的关系．心理发展与教育．2004，1
[46]易法建等．心理医生．重庆：重庆大学出版社，1998．33
[47]Dobson, C, Goudy, W J, Keith, P M, et al.Further analysis of Rosenberg's Self-Esteem Scale.Psychological Reports, 1979, 44, 639-641.
[48]Baumeister, Tice, &Hutton, 1989.Self-presentational motivations and personality differences in self-esteem. Journal of Psychology, 57, 547-579.
[49]Weinberger, 1990; Westen, 1990b. their ability to correctly interpret interpersonal cues. Abnorm Psychol, 1998, 107 (2):203-215.
[50]季建林．抑郁症心理治疗的策略[J]．临床医学杂志，1994，4(3)：176—178．
[51]高勇，宫玉春，郭凤丽．配合认知行为治疗法治疗抑郁症疗效对照．中国行为医学科学杂志，2003，12(4)：460．
[52]裴利华．人际关系团体咨询对大学生抑郁症状的干预探讨．中国健康心理学杂志．2006(14)4：371-373．
[53]张东宁，白玉．对抑郁倾向大学生的认知．行为团体干预．中国临床康复2006(10)10：164-165
[54]Langer S. feeling and form. New York: Charles Scibners sons, 1953. 4-5
[55]范琼芳．绘画心理分析与辅导-家庭动力绘画的探讨。台北：心理出版社，1984
[56] 朱光潜著．朱光潜全集(4)．合肥：安徽教育出版社，1988．147-148
[58] Boyer, E.L.(1985). Art as language: It is place in the school. The Arts in Psychotherapy, 12, 65-73.
[59] Edwards, M.(1976). Art therapy and art education: Towards a reconciliation.Studies in Art Education, 17(2),63-66.
[60] Irwin, E.C.(1984). The role of the arts in mental health. Design for Arts in Education, 86(1), 43-47.
[61] Stewart, G.(1984). The draw a story game: An aid in understanding and working with chldren. The Arts inPsychotherapy, 11, 187-196.
[62] Waller, D. & Gilroy, A.(1994). Art therapy: A handbook. Buckingham: Open University Press.
[63]陆雅青．艺术治疗团体实务研究．台北：五南出版社，1989
[64] Robin JA.Art therapy:An introduction.NC Lillington:Edwards Brothers 1998:146-55
[65] Gerald D，Oster PG著．绘画评估与治疗．吕俊宏，刘静女，译．台北：心理出版社，2002．
[66] Reese SH.Art Therapy As a Catalyst for Affective Expression with Emotionally/Behaviorally Disturbed Children in Educational Settings.USA:Ursuline College 1996:75-96
[67] Carolan R.The Effects of Using Self-created Images on the Quantity and Level of Self-disclosure in Adolescents. San Francisico:University of San Francisico 1992:112-9
[68] Singh A.Art Therapy and Children: A Case Study on Domestic Violence.Candada:Concordia University 2001:50-66
[69] Loges NB.Mending Hearts:Art Therapy Used in a Public School to Reduce Risk in Children of Divorce.USA: Ursuline College 200Loges NB.Mending Hearts:Art Therapy Used in a Public School to Reduce Risk in Children of Divorce. Backos AK.Self-portraits with Rape Survivors in Feminist-rogerian Art Therapy. USA:Ursuline College 1997:35-40USA:Ursuline College 2000:44-90:44-9
[70] Backos AK.Self-portraits with Rape Survivors in Feminist-rogerian Art Therapy.USA:Ursuline College 1997:35-40
[71] Wiliams R, Taylor JY.Narrative art and incarcerated abused women.Art Educ 2004;57(2):46-52
[72] Mcintyre BB.The Use of Art Therapy with Bereaved Children.USA:The Union for experimenting Colleges and Universities 1987:327-30
[73] Cameron J.On the Meaning of Growing Old:Art Therapy with a Group of Institutionalized Elders.Candada: Concordia University 1996:48-59
[74]李仁鸿、罗俊明、吕明春等．绘画治疗在海洛因依赖者心理康复中的临床应用[J]中国药物依赖性杂志2004，13(2)：124-126
[75]孟沛欣等．精神分裂症患者团体绘画艺术干预[J]心理学报2005，37(3)：403-412
[76]王祖承．艺术治疗．上海精神医学，2006(18)：2
[77] Keve KB.Art Therapy in the Public Schools:Primary Prevention for Children at Risk.USA:The Union Institute 1994: 57-82
[78] Rabin M.Phenomenal and Nonphenomenal Body Image Tasks in the Treatment of Eatingdisorders.New York:New York University 1987:63-94
[79] Strazisar KC.A Comparison of Individual vs Group Art Therapy for a Student Diagnosed with Attention-deficit Attention-deficit Hyperactivity Disorder.USA:Ursuline College 1994:551-4
[80] Conway N.A Spiritual Transformations: An Art Therapy Program Design Utilizing twelve Step and Rogerian Principles.USA:Ursuline College 1999:45-61
[81] Sylwester R.The neurobiology of self-esteem and aggression.Educ Leadership 1997;54(5):75-9
[82] Wadeson, H.(1971).Characteristics of art expression in depression.Journal of Nervous and Mental Disease, 153(3), 197-204.
[83] Gantt, L.(1990)A validity study of the Formal Elements Art Therapy Scale for diagnostic information in patients drawings.Unpublished doctoral dissertation, University of Pittsburgh, Pittsburgh, PA.
[84] Silver, R.(1996a).Silver Drawing Test of cognition and emotion.Sarasota, FL:Ablin Press.
[85] Cox, C.T.(1984).Themes of self-destruction:Indictors of suicidal ideation in art therapy.Unpublished thesis,George Washington University, Washington, DC.
[86] Conn SE.Art Therapy as a Psychiatric Counseling Modality in the Treatment of the Hospitalized Bulimic.USA:Ursuline College 1991:405-9
[87] Pagon BK.Insight-oriented Art Therapy with Hospitalized Adolescents.USA:Ursuline College 1991:224-31
[88]E．H贡步里希著．范景中译．图像与眼睛-图画再现心理学的研究．杭州：浙江摄影出版社，1988
[89]阿恩海姆《艺术与视知觉》
[90]吴文源。抑郁自评量表SDS。上海精神医学，1990年新二卷增刊，精神科评定量表专辑
[91]季建林，夏镇夷，徐俊冕．不同专业大学生SCL-90评定结果分析．中国心理卫生杂志，1990，4(3)1：123-125
[92]王春芳，蔡则环，徐清．抑郁自评量表SDS对1340例正常人评定分析．中国神经精神疾病杂志，1986，1(5)：267-268
[93]张常春．内科住院病人的抑郁状态．健康心理学杂志，1999，7(1)：82-83
[94]舒良．自评抑郁量表和抑郁状态问卷．汪向东主编．心理卫生评定量表手册．中国心理卫生杂志增刊，1993：204
[95]林孟平．小组辅导与心理治疗[M]．上海：上海教育出版社，2005．
[96]樊富珉．团体咨询的理论与实践[M]．北京：清华大学出版社，1996．
[97]张运生 自我意识团体咨询克服大学生抑郁情绪的效果．中国健康教育，2005，3
[98]人际关系团体咨询对大学生抑郁症状的干预探讨．裴利华．2006(14)：3
[1]陶国富．大学生审美心理[M]．上海：立信出版社，2004，5
[2]杨恩寰．美学引论[M]．北京：人民教育出版社，2005，2
[3]周来祥．再论美是和谐[M]．广西师范大学出版社，1996，11
[4]陈旭，张大均 心健康教育模式的整合探析．教育研究，2002，1
[5]王春芳．医学心理学[M]．南京：南京大学出版社，1999：7-233．
[6]朱狄．当代西方美学[M]．人民教育出版社，1996．5
[7]钟友彬．心理分析[M]．北京：中科院心理研究所，1996：152-165．
[8]郭念峰．临床心理学[M]．北京：科学出版社，1995：212-264．
[9]郭成，赵伶俐著．美育心理学．北京：警官教育出版社，1998
[10]郭成．审美教育对高中生审美欣赏能力发展影响的实验研究．西南师范大学学报(哲学社会科学版)，1998，(01)
[11]陈红，郭成．审美教育对小学生审美欣赏能力的影响．心理科学，1997，(04)
[12][德国]汉斯．罗伯特．绕思．审美经验论．朱立元译．北京：作家出版社，1992，2
[13]高勇，宫玉春，郭凤丽．配合认知行为治疗法治疗抑郁症疗效对照[J]．中国行为医学科学杂志，2003，12(4)：460．
[14]刘波，王瑞文．抑郁症的心理治疗策略[J]．中国民政医学杂志，2002，14(4)：232，234．
[15][美]阿瑟．罗宾斯著．孟沛欣译．作为治疗师的艺术家．北京：世界图书公司．2006，4
[16]让·罗尔·布约克奥尔德．本能缪斯．王毅等译著．上海：上海人民出版社，1997．1-341．
[17]闫俊，崔玉华．一次集体绘画治疗尝试[J]．中国临床康复，2003，7(30)：4160-1
[18]魏源．国外绘画心理治疗的应用性研究回顾．中国临床康复2004，8(27)：5946-1
[19]刘芳．抑郁大学生心理特点及治疗．健康心理学，1997，3(5)：141
[20]严文华．心理画外音．上海：上海画报出版社，2003：262-263
[21]许又新．抑郁症研究进展．Chin J Intern Med．June 1998，Vol 37，No．6：428
[22]许又新．抑郁症研究进展．Chin J Intern Med．June 1998，Vol 37，No．7：494
[23]冯正直．中学生抑郁症状的社会信息加工方式研究．博士论文．重庆：西南师范大学教育科学研究所，2002
[24]蔡焯基．抑郁症：基础与临床．北京：北京科技出版社，1997：98
[25]弗拉赫．神秘的潜力-论抑郁，方永德译．上海：上海人民出版社，1998．230
[26]阳德华．大学生抑郁人格关系初探．健康心理学，2004(12)3：235
[27]易法建等．心理医生．重庆：重庆大学出版社，1998．33
[28]范琼芳．绘画心理分析与辅导-家庭动力绘画的探讨．台北：心理出版社，1984
[29]裴利华．人际关系团体咨询对大学生抑郁症状的干预探讨．中国健康心理学杂志．2006(14)4：371-373
[30]Gibb BE, Alloy LB, Abrdmson L Y, et al. Childhood malt treatment and college student s'current suicidal ideation:a test of the hopelessness theory[ J ].Suicide Life Threat Behay, 2001, 31(4):405-415.
[31]Conn SE.Art Therapy as a Psychiatric Counseling Modality in theTreatment of the Hospitalized Bulimic.USA:Ursuline College 1991:405-9
[32]Pagon BK.Insight-oriented Art Therapy with Hospitalized Adolescents.USA:Ursuline College 1991:224-31
[33]Reese SH.Art Therapy As a Catalyst for Affective Expression with Emotionally/Behaviorally Disturbed Children in Educational Settings.USA:Ursuline College 1996:75- 96
[34]Carolan R.The Effects of Using Self-created Images on the Quantity and Level of Self-disclosure in Adolescents.San Francisico:University of San Francisico 1992:112- 9
[35]Singh A.Art Therapy and Children: A Case Study on Domestic Violence.Candada:Concordia University 2001:50-66
[36]Loges NB.Mending Hearts:Art Therapy Used in a Public School to Reduce Risk in Children of Divorce.USA:Ursuline College 2000:44-9
[37]Backos AK.Self-portraits with Rape Survivors in Feminist-rogerian Art Therapy.USA:Ursuline College 1997:35- 40
[38]Wiliams R, Taylor JY.Narrative art and incarcerated abused women.Art Educ 2004;57( 2) :46-52
[39]Mcintyre BB.The Use of Art Therapy with Bereaved Children.USA:The Union for experimenting Colleges and Universities 1987:327- 30
[40]Cameron J.On the Meaning of Growing Old:Art Therapy with a Group of Institutionalized Elders.Candada:Concordia University 1996:48- 59
[41]Gallagher SM.Celebration of Women's Lives:Geriatric Art Therapy as Life Review. USA: Ursuline College 1993:391- 401
[42]Keve KB.Art Therapy in the Public Schools:Primary Prevention for Children at Risk.USA:The Union Institute 1994: 57- 82
[43]Rabin M.Phenomenal and Nonphenomenal Body Image Tasks in the Treatment of Eatingdisorders.New York :New York University 1987:63- 94
[44]Strazisar KC.A Comparison of Individual vs Group Art Therapy for a Student Diagnosed with Attention-deficit Attention-deficit Hyperactivity Disorder.USA:Ursuline College 1994:551- 4
[45]Conway N.A Spiritual Transformations: An Art Therapy Program Design Utilizing twelve Step and Rogerian Principles.USA:Ursuline College 1999:45- 61 [17]Sylwester R.The neurobiology of self-esteem and aggression.Educ Leadership 1997;54( 5) :75- 9
[46]Kanareff RL.Utilizing Group Art Therapy to Enhance the Social Skills of Children Withautismand Down Syndrome.USA:Ursuline College 2002:180- 99
[47]Hammond MS.The Benefits of Expressive Art Therapy with Socially Outcast, Potentially Violent Adolescents.USA:Ursuline College 2001:67- 70
[2]魏源．国外绘画心理治疗的应用性研究回顾．中国临床康复2004，8(27)：5946-1
[3]答会明，李梦月．大学生心理健康水平及与其父母教养方式的关系研究．健康心理学杂志，2000，8(4)：385
[4]于海涛．大学生心理健康现状的调查与分析．河南教育学院学报，2003，12(2)：87 ‘。
[5]林静，于佳．变革时期大学生心理健康探析．西南民族学院学报，2003，24(2)：992
[6]毕研洁，段玉虎．大学生心理健康调查及其不良心理成因的分析．兰州大学学报(社科版)，2003，31(5)：138
[7]方白盈．高师院校大学生心理健康状况调查研究．安徽师范大学学报(社科版)，1999，27(3)：411
[8]陈旭，张大均心理健康教育模式的整合探析．教育研究，2002，1
[9]刘芳．抑郁大学生心理特点及治疗．健康心理学，1997，3(5)：141
[10]刘美娟等．大学生scl-90测试结果的研究．心理科学，1995，18(5)：295-298
[11]纪宏．高师院校大学生心理素质调查研究及自杀危机干预．北京师范大学学报(哲社版)，1999，1：26-33
[12]文辉，黎听，葛俊杰．大学生心理健康状况的调查分析．高教论坛，2004，4：40
[13]Goodwin &Jaminson.Healy et al.J Psychopharmacol.1999;13:94-99
[14]光明日报光明网．http://health.sohu.com/20050930/n240475182.shtml.2005.9.30.
[15]许又新．抑郁症研究进展．Chin J Intern Med．June 1998，vol 37，No．6：428
[16]许又新．抑郁症研究进展．Chin J Intern Med．June 1998，vol 37，No．7：494
[17]冯正直．中学生抑郁症状的社会信息加工方式研究．博士论文．重庆：西南师范大学教育科学研究所，2002
[18]AngCantwell DP,Backer L.Manifestations of depressive affect in adolescence.Journal of Youth and Adolescence,1991,20:121-133old A, Rutter M Effects of age and pubertal status on epression in alarge clinical sample.Development and Psychopathology,1992.5-28
[19]Cantwell DP,Backer L.Manifestations of depressive affect in adolescence.Journal of Youth and Adolescence,1991,20:121-133
[20]Judd LL,Rapaport MH,Paulas MP,et al.Susyndromal symptomatic depression:a new model disorder.J clpsychiatr
[21]贾继敏，徐俊冕．抑郁症诊断分类的临床研究．临床精神医学杂志，2001，11(2)：95-96
[22]Compas BE,Sydeny EY,Kathryn EG. Taxonomy,assessment,and diagnosis of depression during adolesecence.Psychology Bulletin,1993,124(20):323-344
[23]瞿书涛．抑郁症状的多样性表现．中华精神科杂志，1998，31(4)：243-244
[24]Beck A.T.Depression:clinical, experimental and theoretical aspects.New York:Harper, row, 1967
[25]Beck A.T.Depression:Caves and treatment.Philadephia:University of Pennsylvania Press, 1975.54-58
[26]弗拉赫．神秘的潜力-论抑郁，方永德译．上海：上海人民出版社，1998．230
[27]Brown, G.W., &Harris, T.O.(1978).Social origins of depression:A study of psychiatric disorder in women.London:Tavistock.
[28]Brown, G.W., Bifulco, A., &Andrews, B.(1990).Self-esteem and depression:Ⅱ.Social correlates of esteem.Social psychiatric Epidemiology, 25, 225-234
[29]Brown, JD.(1986).Evaluations of self and others:Self-enhancement biases in social judgements, Social Cognition., 4, 353-376
[30]Andrews, B., &Brown, GW(1993).Selfoesteem and vulnerability to depression:The concurrent validity of interview and questionnaires measures.Journal of Abonormal Psychology.
[31]Miller, PM., Kreitman, NB., Ingham, J.C., &Sashidharan, SP.(1989).Self-esteem, life stess, and psychiatric disorder.Journal of AffectiveDisorders, 17, 65-75
[32]Roberts, JE., Gotlib, IH., &Kassel, J.D.(1996).Adult attachment security and symptoms of depression:The mediating role of dysfunctional attitudes and low self-esteem.Journal of Personality and Social Psychology, 70, 310-320.
[33]Butler, AC., Hokanson, JE., &Flynn, HA.(1994).A comparison of self-esteem lability and low self-esteem as vulnerability factors for depression.Journal of Personality and social Psychology, 66, 166-177.
[34]Kernis, MH., Granmemann, BD., &Barclay, L.C.(1991).Stability of esteem as amoderator of the relation between level of esteem and depression.Journal of Personality and Social Psychology, 61, 80-84
[35]Roberts, JE., Kassel, JD., & Gotlib i.H.(1995)Level and stability of self-esteem as predictors of depressive symptoms.Personality and Differences, 19, 217-224.
[36]Roberts, JE., &Monroe, S.M.(1992).vulnerable self-esteem and depressive symptoms:Prospective findings comparing three alternative conceptualizations.Journal of Personality and Social Psychology, 62, 804-812
[37]Roberts, JE., &Monroe, S.M.(1994).A multidimensional model of esteem in depression.Clinical Psychology Review, 14, 161-182.
[38]Beck, A.T.(1976).Cognitive therapy and emotional disorders.New York:International Universities Press.
[39]Bibring, E.(1953).Themechanism of depression.In P..Greenacre(ED), Affective disorders:Psychoanalytic contr.ibutions to their study (pp. 13-48).New York:International University Press.
[40]Oatley, K., & Bolton, W.(1985).A social-cognitive theory of depression in reaction to life events.Psychological Review, 92, 372-388.
[41]张秋菊．不同群体类型师范大学生抑郁发生率及其相关因素分析．中国临床康复，2005，32(9)：92-93
[42]阳德华．大学生抑郁人格关系初探．健康心理学，2004(12)3：235
[43]Beck, A.T.(1983).Cognitive therapy of depression:New perspectives In P.J.Clayton & J.E.Barrett(Eds.), treatment of depression:Old controversities and new approaches(pp.265-290).New York:Raven Press.
[44]刘宇宁，金月兰．大学生抑郁情绪及相关因素的初探．中国临床心理学杂志，2001，3(9)：208-209
[45]饶燕婷等．家庭环境与大学生抑郁和疏离感的关系．心理发展与教育．2004，1
[46]易法建等．心理医生．重庆：重庆大学出版社，1998．33
[47]Dobson, C, Goudy, W J, Keith, P M, et al.Further analysis of Rosenberg's Self-Esteem Scale.Psychological Reports, 1979, 44, 639-641.
[48]Baumeister, Tice, &Hutton, 1989.Self-presentational motivations and personality differences in self-esteem. Journal of Psychology, 57, 547-579.
[49]Weinberger, 1990; Westen, 1990b. their ability to correctly interpret interpersonal cues. Abnorm Psychol, 1998, 107 (2):203-215.
[50]季建林．抑郁症心理治疗的策略[J]．临床医学杂志，1994，4(3)：176—178．
[51]高勇，宫玉春，郭凤丽．配合认知行为治疗法治疗抑郁症疗效对照．中国行为医学科学杂志，2003，12(4)：460．
[52]裴利华．人际关系团体咨询对大学生抑郁症状的干预探讨．中国健康心理学杂志．2006(14)4：371-373．
[53]张东宁，白玉．对抑郁倾向大学生的认知．行为团体干预．中国临床康复2006(10)10：164-165
[54]Langer S. feeling and form. New York: Charles Scibners sons, 1953. 4-5
[55]范琼芳．绘画心理分析与辅导-家庭动力绘画的探讨。台北：心理出版社，1984
[56] 朱光潜著．朱光潜全集(4)．合肥：安徽教育出版社，1988．147-148
[58] Boyer, E.L.(1985). Art as language: It is place in the school. The Arts in Psychotherapy, 12, 65-73.
[59] Edwards, M.(1976). Art therapy and art education: Towards a reconciliation.Studies in Art Education, 17(2),63-66.
[60] Irwin, E.C.(1984). The role of the arts in mental health. Design for Arts in Education, 86(1), 43-47.
[61] Stewart, G.(1984). The draw a story game: An aid in understanding and working with chldren. The Arts inPsychotherapy, 11, 187-196.
[62] Waller, D. & Gilroy, A.(1994). Art therapy: A handbook. Buckingham: Open University Press.
[63]陆雅青．艺术治疗团体实务研究．台北：五南出版社，1989
[64] Robin JA.Art therapy:An introduction.NC Lillington:Edwards Brothers 1998:146-55
[65] Gerald D，Oster PG著．绘画评估与治疗．吕俊宏，刘静女，译．台北：心理出版社，2002．
[66] Reese SH.Art Therapy As a Catalyst for Affective Expression with Emotionally/Behaviorally Disturbed Children in Educational Settings.USA:Ursuline College 1996:75-96
[67] Carolan R.The Effects of Using Self-created Images on the Quantity and Level of Self-disclosure in Adolescents. San Francisico:University of San Francisico 1992:112-9
[68] Singh A.Art Therapy and Children: A Case Study on Domestic Violence.Candada:Concordia University 2001:50-66
[69] Loges NB.Mending Hearts:Art Therapy Used in a Public School to Reduce Risk in Children of Divorce.USA: Ursuline College 200Loges NB.Mending Hearts:Art Therapy Used in a Public School to Reduce Risk in Children of Divorce. Backos AK.Self-portraits with Rape Survivors in Feminist-rogerian Art Therapy. USA:Ursuline College 1997:35-40USA:Ursuline College 2000:44-90:44-9
[70] Backos AK.Self-portraits with Rape Survivors in Feminist-rogerian Art Therapy.USA:Ursuline College 1997:35-40
[71] Wiliams R, Taylor JY.Narrative art and incarcerated abused women.Art Educ 2004;57(2):46-52
[72] Mcintyre BB.The Use of Art Therapy with Bereaved Children.USA:The Union for experimenting Colleges and Universities 1987:327-30
[73] Cameron J.On the Meaning of Growing Old:Art Therapy with a Group of Institutionalized Elders.Candada: Concordia University 1996:48-59
[74]李仁鸿、罗俊明、吕明春等．绘画治疗在海洛因依赖者心理康复中的临床应用[J]中国药物依赖性杂志2004，13(2)：124-126
[75]孟沛欣等．精神分裂症患者团体绘画艺术干预[J]心理学报2005，37(3)：403-412
[76]王祖承．艺术治疗．上海精神医学，2006(18)：2
[77] Keve KB.Art Therapy in the Public Schools:Primary Prevention for Children at Risk.USA:The Union Institute 1994: 57-82
[78] Rabin M.Phenomenal and Nonphenomenal Body Image Tasks in the Treatment of Eatingdisorders.New York:New York University 1987:63-94
[79] Strazisar KC.A Comparison of Individual vs Group Art Therapy for a Student Diagnosed with Attention-deficit Attention-deficit Hyperactivity Disorder.USA:Ursuline College 1994:551-4
[80] Conway N.A Spiritual Transformations: An Art Therapy Program Design Utilizing twelve Step and Rogerian Principles.USA:Ursuline College 1999:45-61
[81] Sylwester R.The neurobiology of self-esteem and aggression.Educ Leadership 1997;54(5):75-9
[82] Wadeson, H.(1971).Characteristics of art expression in depression.Journal of Nervous and Mental Disease, 153(3), 197-204.
[83] Gantt, L.(1990)A validity study of the Formal Elements Art Therapy Scale for diagnostic information in patients drawings.Unpublished doctoral dissertation, University of Pittsburgh, Pittsburgh, PA.
[84] Silver, R.(1996a).Silver Drawing Test of cognition and emotion.Sarasota, FL:Ablin Press.
[85] Cox, C.T.(1984).Themes of self-destruction:Indictors of suicidal ideation in art therapy.Unpublished thesis,George Washington University, Washington, DC.
[86] Conn SE.Art Therapy as a Psychiatric Counseling Modality in the Treatment of the Hospitalized Bulimic.USA:Ursuline College 1991:405-9
[87] Pagon BK.Insight-oriented Art Therapy with Hospitalized Adolescents.USA:Ursuline College 1991:224-31
[88]E．H贡步里希著．范景中译．图像与眼睛-图画再现心理学的研究．杭州：浙江摄影出版社，1988
[89]阿恩海姆《艺术与视知觉》
[90]吴文源。抑郁自评量表SDS。上海精神医学，1990年新二卷增刊，精神科评定量表专辑
[91]季建林，夏镇夷，徐俊冕．不同专业大学生SCL-90评定结果分析．中国心理卫生杂志，1990，4(3)1：123-125
[92]王春芳，蔡则环，徐清．抑郁自评量表SDS对1340例正常人评定分析．中国神经精神疾病杂志，1986，1(5)：267-268
[93]张常春．内科住院病人的抑郁状态．健康心理学杂志，1999，7(1)：82-83
[94]舒良．自评抑郁量表和抑郁状态问卷．汪向东主编．心理卫生评定量表手册．中国心理卫生杂志增刊，1993：204
[95]林孟平．小组辅导与心理治疗[M]．上海：上海教育出版社，2005．
[96]樊富珉．团体咨询的理论与实践[M]．北京：清华大学出版社，1996．
[97]张运生 自我意识团体咨询克服大学生抑郁情绪的效果．中国健康教育，2005，3
[98]人际关系团体咨询对大学生抑郁症状的干预探讨．裴利华．2006(14)：3
[1]陶国富．大学生审美心理[M]．上海：立信出版社，2004，5
[2]杨恩寰．美学引论[M]．北京：人民教育出版社，2005，2
[3]周来祥．再论美是和谐[M]．广西师范大学出版社，1996，11
[4]陈旭，张大均 心健康教育模式的整合探析．教育研究，2002，1
[5]王春芳．医学心理学[M]．南京：南京大学出版社，1999：7-233．
[6]朱狄．当代西方美学[M]．人民教育出版社，1996．5
[7]钟友彬．心理分析[M]．北京：中科院心理研究所，1996：152-165．
[8]郭念峰．临床心理学[M]．北京：科学出版社，1995：212-264．
[9]郭成，赵伶俐著．美育心理学．北京：警官教育出版社，1998
[10]郭成．审美教育对高中生审美欣赏能力发展影响的实验研究．西南师范大学学报(哲学社会科学版)，1998，(01)
[11]陈红，郭成．审美教育对小学生审美欣赏能力的影响．心理科学，1997，(04)
[12][德国]汉斯．罗伯特．绕思．审美经验论．朱立元译．北京：作家出版社，1992，2
[13]高勇，宫玉春，郭凤丽．配合认知行为治疗法治疗抑郁症疗效对照[J]．中国行为医学科学杂志，2003，12(4)：460．
[14]刘波，王瑞文．抑郁症的心理治疗策略[J]．中国民政医学杂志，2002，14(4)：232，234．
[15][美]阿瑟．罗宾斯著．孟沛欣译．作为治疗师的艺术家．北京：世界图书公司．2006，4
[16]让·罗尔·布约克奥尔德．本能缪斯．王毅等译著．上海：上海人民出版社，1997．1-341．
[17]闫俊，崔玉华．一次集体绘画治疗尝试[J]．中国临床康复，2003，7(30)：4160-1
[18]魏源．国外绘画心理治疗的应用性研究回顾．中国临床康复2004，8(27)：5946-1
[19]刘芳．抑郁大学生心理特点及治疗．健康心理学，1997，3(5)：141
[20]严文华．心理画外音．上海：上海画报出版社，2003：262-263
[21]许又新．抑郁症研究进展．Chin J Intern Med．June 1998，Vol 37，No．6：428
[22]许又新．抑郁症研究进展．Chin J Intern Med．June 1998，Vol 37，No．7：494
[23]冯正直．中学生抑郁症状的社会信息加工方式研究．博士论文．重庆：西南师范大学教育科学研究所，2002
[24]蔡焯基．抑郁症：基础与临床．北京：北京科技出版社，1997：98
[25]弗拉赫．神秘的潜力-论抑郁，方永德译．上海：上海人民出版社，1998．230
[26]阳德华．大学生抑郁人格关系初探．健康心理学，2004(12)3：235
[27]易法建等．心理医生．重庆：重庆大学出版社，1998．33
[28]范琼芳．绘画心理分析与辅导-家庭动力绘画的探讨．台北：心理出版社，1984
[29]裴利华．人际关系团体咨询对大学生抑郁症状的干预探讨．中国健康心理学杂志．2006(14)4：371-373
[30]Gibb BE, Alloy LB, Abrdmson L Y, et al. Childhood malt treatment and college student s'current suicidal ideation:a test of the hopelessness theory[ J ].Suicide Life Threat Behay, 2001, 31(4):405-415.
[31]Conn SE.Art Therapy as a Psychiatric Counseling Modality in theTreatment of the Hospitalized Bulimic.USA:Ursuline College 1991:405-9
[32]Pagon BK.Insight-oriented Art Therapy with Hospitalized Adolescents.USA:Ursuline College 1991:224-31
[33]Reese SH.Art Therapy As a Catalyst for Affective Expression with Emotionally/Behaviorally Disturbed Children in Educational Settings.USA:Ursuline College 1996:75- 96
[34]Carolan R.The Effects of Using Self-created Images on the Quantity and Level of Self-disclosure in Adolescents.San Francisico:University of San Francisico 1992:112- 9
[35]Singh A.Art Therapy and Children: A Case Study on Domestic Violence.Candada:Concordia University 2001:50-66
[36]Loges NB.Mending Hearts:Art Therapy Used in a Public School to Reduce Risk in Children of Divorce.USA:Ursuline College 2000:44-9
[37]Backos AK.Self-portraits with Rape Survivors in Feminist-rogerian Art Therapy.USA:Ursuline College 1997:35- 40
[38]Wiliams R, Taylor JY.Narrative art and incarcerated abused women.Art Educ 2004;57( 2) :46-52
[39]Mcintyre BB.The Use of Art Therapy with Bereaved Children.USA:The Union for experimenting Colleges and Universities 1987:327- 30
[40]Cameron J.On the Meaning of Growing Old:Art Therapy with a Group of Institutionalized Elders.Candada:Concordia University 1996:48- 59
[41]Gallagher SM.Celebration of Women's Lives:Geriatric Art Therapy as Life Review. USA: Ursuline College 1993:391- 401
[42]Keve KB.Art Therapy in the Public Schools:Primary Prevention for Children at Risk.USA:The Union Institute 1994: 57- 82
[43]Rabin M.Phenomenal and Nonphenomenal Body Image Tasks in the Treatment of Eatingdisorders.New York :New York University 1987:63- 94
[44]Strazisar KC.A Comparison of Individual vs Group Art Therapy for a Student Diagnosed with Attention-deficit Attention-deficit Hyperactivity Disorder.USA:Ursuline College 1994:551- 4
[45]Conway N.A Spiritual Transformations: An Art Therapy Program Design Utilizing twelve Step and Rogerian Principles.USA:Ursuline College 1999:45- 61 [17]Sylwester R.The neurobiology of self-esteem and aggression.Educ Leadership 1997;54( 5) :75- 9
[46]Kanareff RL.Utilizing Group Art Therapy to Enhance the Social Skills of Children Withautismand Down Syndrome.USA:Ursuline College 2002:180- 99
[47]Hammond MS.The Benefits of Expressive Art Therapy with Socially Outcast, Potentially Violent Adolescents.USA:Ursuline College 2001:67- 70