Daily picks · 10月19日

用GWAS数据检验代谢综合征的中介作用，提示抑郁与心血管病关联的可干预环节。

目的探讨重性抑郁障碍(MDD)与多种常见心血管疾病(CVDs)之间的关联, 并评估代谢综合征(MetS)及其主要组分在MDD与CVDs间的中介作用。方法基于大规模全基因组关联研究(GWAS)汇总数据, 采用连锁不平衡评分回归(LDSC)评估MDD与心绞痛(AP)、心肌梗死(MI)、冠状动脉疾病(CAD)和心力衰竭(HF)之间的遗传相关性;进一步应用双向两样本孟德尔随机化分析评估MDD与上述CVDs...

Chinese Journal of Behavioral Medicine and Brain Science

梳理强迫症睡眠与节律异常及其对治疗反应的影响，补上常被忽略的评估维度。

强迫症(OCD)是一种以强迫性思维和(或)强迫性行为为特征的常见精神障碍。近年研究发现, OCD患者中睡眠问题与昼夜节律异常较为常见, 主要表现为失眠症状、睡眠结构异常及睡眠-觉醒相位延迟等节律改变。这些异常与OCD症状严重程度及日间功能受损密切相关, 并可能影响心理治疗与神经调控等干预的治疗效果。此外, 不同治疗方式在缓解OCD症状的同时, 对睡眠及昼夜节律的影响存在差异。本文综述了OCD患者睡...

Chinese Journal of Behavioral Medicine and Brain Science

探索lncRNA诊断标志物与神经元损伤机制，属血管性痴呆早期识别的实验性尝试。

目的探究lncRNA H19/miR-152-3p调控轴在血管性痴呆(VaD)患者中的表达特征及诊断效能, 并基于氧糖剥夺/复氧(OGD/R)细胞模型探究其对神经元损伤的影响。方法选取青岛市中医医院2023年3月至2024年4月收治的50例VaD患者作为研究组, 同时选取50例健康人作为对照组。用实时荧光定量PCR技术检测lncRNA H19和miR-152-3p表达水平, 采用简易精神状态检查量...

Chinese Journal of Behavioral Medicine and Brain Science

以自传体测验区分自杀行为组，为青少年抑郁风险评估提供认知标记线索。

目的探讨不同情绪效价线索词的过度概括化记忆(OGM)对抑郁障碍青少年自杀行为的影响。方法自2022年1月至2025年1月, 选取遵义医科大学附属第一、第二医院临床心理门诊341例抑郁障碍青少年, 根据临床访谈是否有自杀行为划分成自杀行为组(n=212)与非自杀行为组(n=129), 采用自编问卷、临床量表及自传体测验范式完成评估。运用SPSS 27.0进行统计分析, 通过Logistic回归分析抑...

Chinese Journal of Behavioral Medicine and Brain Science

揭示共情疲劳经心理弹性影响工作投入，社会支持可作调节靶点。

目的:探讨老年医学科护士共情疲劳对工作投入的影响，并检验心理弹性的中介作用及领悟社会支持的调节作用。方法:采用便利抽样法，于2024年1月至2025年12月选取2所三级甲等综合医院老年医学科110名临床护士，使用一般资料调查表、ProQOL第5版共情疲劳子量表、CD-RISC-25、MSPSS和UWES-9调查。采用Pearson相关分析、PROCESS Model 4和Model 14检验中介及...

Chinese Journal of Health Psychology

以自由能量原则重释恒定压力概念，为精神动力学的理论更新提供跨学科视角。

Drive theory is a cornerstone of psychoanalysis and psychodynamic psychotherapy. Motivation, affect, and bodily intensities are all tied to the notion of drive, especially in Freudian and Lacanian psychoanalysis. However, orthodox drive theory has been criticized for its arcane, unquestioned status, despite inconsistencies with clinical experience. Recent advances in affective and computational neuroscience also challenge some tenets of drive theory. Here, I discuss criticisms of the postulate that drive exerts a “constant pressure.” I then propose a revision to Freudo-Lacanian drive theory through contemporary neuropsychoanalysis (namely, the work of Mark Solms) and theoretic neurobiology (Karl Friston’s Free Energy Principle). This leads me to claim that the investment in a drive trajectory through (belief) space is constant. Stressing the constancy of the drive trajectory leads to an emphasis on unique homeorhetic trajectories, each subject’s unique solution to the universal problem of emotional contradictions and the felt uncertainty arising therein.

Theory & Psychology ｜ Psychodynamic & Psychoanalytic ｜ 驱动力, 恒定性, 理论, 自由能量, 能量原理

链式中介模型指出组织支持与职业韧性可缓冲护士的工作疏离感。

目的 探讨生殖医学专科护士工作不安全感与工作疏离感的关系，以及组织支持和职业韧性在二者间的链式中介效应。方法 采用一般资料问卷、工作不安全感量表、感知组织支持量表、职业韧性量表及工作疏离感量表对110名生殖医学专科护士进行调查，并建立链式中介模型进行统计分析，检验模型效应的显著性。结果 生殖医学专科护士工作不安全感总分为（96.27±15.82）分，组织支持总分为（46.13±9.27）分，职业韧...

Chinese Journal of Health Psychology

呈现芬兰特殊需求教师承担行为支持的实际分工，可供学校心理服务参照。

The current foundational study addressed the views of a stratified random sample ( n = 217) of Finnish special needs teachers in grades 7–9, related to their views on supports for students with behavior problems. Seventy-eight (36%) special needs teachers responded to the survey, which focused on their views concerning two issues: (a) their responsibilities in terms of providing behavioral supports, cognitive-behavioral interventions, collaborating with others to address student behavior, and developing teacher–student relationships; (b) the specific strategies that they actually implement, which focused on the aforementioned approaches, as well as Check-In/Check-Out procedures, monitoring student behavior, and individualizing supports. The survey also queried participants on the frequency of use, and if an intervention is not used, the reason(s). Finally, special needs teachers provided an open-ended response to what they viewed as the greatest challenge in managing student behavior. With the exception of two behavioral interventions, every other intervention had at least 90% of respondents who Agreed or Strongly Agreed that the approaches were their responsibility. Concerning the approaches that special needs teachers implement, 75% of participants reported using cognitive-behavioral intervention Often or Sometimes. The use of other approaches was quite varied. Additional results and implications for research and practice are provided.

Journal of Emotional and Behavioral Disorders ｜ Cognitive Behavioral Therapy ｜ Special Needs, Needs Teachers, Student Behavior, Supports, Their

系统比较自适应测试的选题与参数估计组合，影响心理测评工具的开发质量。

Online calibration enables continuous replenishment of computerized adaptive testing (CAT) item banks by embedding new pretest items within operational test sessions. However, the relative performance of different calibration components and their interactions have not been fully examined in a unified framework. This study compared three pretest item selection methods (maximum Fisher information [MFI], D-optimal value design, and Bayesian D-optimal design), two parameter estimation methods (a fixed-ability joint maximum likelihood procedure [JML-itpar] and one expectation-maximization cycle [OEM]), three levels of random calibration stage sample size (250, 500, and 1,000), and three levels of calibration sample size per pretest item (250, 500, and 1,000) under the one-parameter logistic and two-parameter logistic item response theory models through a Monte Carlo simulation with 108 conditions and 100 replications per condition. The results revealed a trade-off among item selection methods: MFI yielded the most accurate difficulty parameter estimates, while D-optimal value design and Bayesian D-optimal design produced better discrimination parameter recovery. Bayesian D-optimal design offered the best balance between accuracy and calibration efficiency. For the first time in the standard online calibration context, JML-itpar was systematically evaluated and found to be a viable estimation method. JML-itpar paired with MFI produced lower discrimination parameter root mean squared error than OEM at calibration sample sizes of 500 and 1,000. OEM remained superior for the difficulty parameter. The calibration sample size per pretest item was the most influential factor, with substantial accuracy gains from 250 to 500 responses and diminishing returns beyond 500. The random calibration stage sample size had negligible effects. These findings provide practical guidance for selecting calibration components in operational CAT programs.

Educational and Psychological Measurement ｜ 项目, 校准, 选择方法, 参数估计, 计算机自适应算法

结合印度学校情境讨论AI促进青少年福祉的落地策略，填补实践层面的空白。

The integration of artificial intelligence (AI) in school settings is transforming how students learn and receive support. While AI tools such as adaptive learning systems and chatbots offer opportunities for personalised learning and early identification of student needs, their implications for adolescent wellbeing remain under-explored, particularly in the Indian context. This applied practice paper examined how AI may influence adolescent wellbeing and school dynamics within Indian schools. Drawing on existing research and practice-based insights, it presents evidence-informed strategies to help school psychologists, counsellors, and educators to implement AI into their practice responsibly.

The Journal of Psychologists and Counsellors in Schools ｜ 青少年心理健康, 学校, 人工智能, 印度文化, 策略