Research On Psychological Characteristics Factors And Interventions With Naikan Cognitive Therapy To Freshmen With Learning Disabilities

Objective:To investigate the status quo and psychological characteristics of freshmen with LD (learning disabilities). Evaluation of the effect of interventions with NCT (Naikan Cognitive Therapy) to freshmen with LD.Method:In April2013, the freshmen in Tianjin Medical University were investigated by GSS(General Self-Concept Scale), IHDS(Interpersonal Health Diathesis Scale), ES(Emotionality Scale), HS(Hardiness Scale), SAS(Self-Rating Anxiety Scale) and SDS (Self-Rating Depression Scale). Analysis differences in psychological characteristics between freshmen with LD and NLD(non-learning disabilities).76students, who met the inclusion criteria and exclusion criteria of the interventions study, were randomly assigned to the study group and control group. There were38students in each group. The study group were centralized and received NCT for a week, while the control group were centralized without intervention. Before and after the intervention they were both evaluated by GSS, ES, HS, SAS and SDS.Results:(1)513freshmen were surveyed and145(28.3%) students met the criteria of LD.(2) Scores of GSS, ES, HS in LD group were lower than NLD group. In addition, there was no statistically significant differences on IHDS between two groups. Scores of SAS and SDS in LD group were higher than NLD group.(3) Scores of SAS, SDS and GSS, IHDS, ES, HS was significantly negatively correlated.(4) Explain rate of ES, IHDS and GSS to SAS was32.0%. Regression equation: SAS=82.284-8.160ES-3.031IHDS-3.014GSS.(5) Explain rate of ES, IHDS and GSS to SDS was46.2%. Regression equation:SDS=106.744-8.235ES7.051IHDS-5.778GSS.(6)At last, one student in study group didn’t complete the intervention. In the final analysis, study group had37students, while control group had38students. Before the intervention, no significant differences between two groups in general condition.(7)After the intervention, GSS scores and the factor scores were significantly higher than before (p<0.01) in study group. There were no differences in control groups.(8)After the intervention, ES scores and the factor scores were significantly higher than before (p<0.01) in study group. There were no differences in control groups.(9)After the intervention, HS scores and the factor scores were significantly higher than before (p<0.01) in study group. There were no differences in control groups.(10) After the intervention, SAS scores were significantly higher than before (p<0.01) in study group. There were no differences in control groups.(11) After the intervention, SAS scores were significantly higher than before (p<0.05) in study group. There were no differences in control groups.Conclusions:(1) The problem of learning disabilities was particularly serious in college freshmen, which must be resolved.(2) Freshmen with LD in general self-concept level, emotional level, hardiness level were lower than those of freshmen without learning difficulties. Symptoms of anxiety and depression in freshmen with LD were more serious than freshmen without learning disabilities. There was no difference between two groups on Interpersonal Health Diathesis.(3) Naikan Cognitive Therapy can improve the level of General Self-Concept, Emotionality, Hardiness Scale and reduce the level of anxiety and depression in freshmen with LD.(4) Anxiety and depression symptoms in freshmen with LD can be predicted by the level of general self-concept, interpersonal health diathesis and emotionality. It is reasoned that the general self-concept and emotionality may play an intermediary role in that Naikan Cognitive Therapy reduce the level of Anxiety and depression in freshmen with LD.