PDF(1877 KB)
PDF(1877 KB)
PDF(1877 KB)
校园欺凌受害青少年创伤后应激症状和抑郁症状的共病网络分析:性别差异比较*
Network Analysis of Comorbid Post-Traumatic Stress Symptoms and Depressive Symptoms in Adolescent Victims of School Bullying: Test for Gender Differences
为探究校园欺凌受害青少年的创伤后应激症状和抑郁症状的共病网络特征及其在不同性别群体中的表现,研究采用《中文版特拉华欺凌受害量表》、依据《精神障碍诊断与统计手册(第5版)》的《创伤后应激障碍核查表》以及《中文版流调中心用儿童抑郁量表》对724名校园欺凌受害青少年进行问卷调查。结果发现,男女生的创伤后应激症状-抑郁症状共病网络在结构和整体强度上差异不显著,且共病网络的中心症状和桥接症状存在异同。本研究仅在男生群体中发现创伤后应激症状和抑郁症状的共享重叠症状,即注意问题和消极情绪,具有较强的桥接中心性。研究结果表明,尽管创伤后应激症状-抑郁症状共病网络在男女生群体中具有稳定性,但在具体的中心症状和桥接症状上呈现不同的模式。研究为针对表现出创伤后应激症状-抑郁症状共病的校园欺凌受害青少年开展性别差异化干预提供了实践依据。
Although the comorbidity of post-traumatic stress symptoms (PTSS) and depressive symptoms is well-documented across various traumatic events, the comorbidity network among school bullying victims remains understudied, particularly concerning potential gender differences. The overlapping symptoms hypothesis posits that shared symptoms between PTSS and depressive symptoms drive their comorbidity, which has been rarely tested using network analysis. Therefore, this study aimed to examine the comorbidity network characteristics of PTSS and depressive symptoms among adolescent victims of school bullying, focusing on how these symptoms manifest differently across gender groups through the application of network analysis method. A total of 724 adolescents who were victims of school bullying participated in the survey, and this study was conducted using the Chinese version of the Delaware Bullying Victimization Scale, the PTSD Checklist for DSM-5, and the Chinese version of the Center for Epidemiologic Studies Depression Scale for Children.
The results showed that in the overall sample of this study, the nodes with higher expected influence (EI) in the network were grief, flashback, sadness, no positive emotion, detachment, and concentration problems. The primary bridge symptoms connecting the PTSS and depressive symptom networks were no positive emotion, detachment, concentration problems, cannot concentrate, feeling fearful, and negative beliefs. However, attentional problems were the overlapping symptoms shared by PTSS and depressive symptoms.
Furthermore, the results revealed that there were no significant differences in the structure or overall strength of the PTSS-depressive symptoms networks between male and female adolescents. However, there were similarities and differences in the central symptoms and bridge symptoms of the comorbidity networks. Notably, overlapping symptoms of PTSS and depressive symptoms, specifically attention problems and negative emotions, were identified only in the male group, with these symptoms demonstrating stronger bridge centrality.
Specifically, among boys, the symptoms of grief, sadness, flashback, detachment, and irritability and anger exhibited stronger EI. The main bridge symptoms in the comorbidity network of PTSS and depressive symptoms among boys were concentration problems, cannot concentrate detachment, no positive emotion, sadness, and people dislike me. Therefore, attention problems and negative emotions were overlapping symptoms of PTSS and depressive symptoms in boys who have experienced school bullying. In the PTSS-depressive symptoms comorbidity network among bullying victimized girls, flashback, grief, no positive emotion, concentration problems, and feeling tired were identified as central symptoms. The main bridge symptoms in the girls’ PTSS and depressive symptoms network were no positive emotion, feeling fearful, detachment, hard to do something and sleep problems. It could be seen that grief and flashback were central symptoms common to both genders, while detachment and no positive emotion served as shared bridge symptoms.
Theoretically, these findings provide gender-specific support for the overlapping symptoms hypothesis. While the boys' comorbidity network was driven by both overlapping (e.g., attention problems, negative emotions) and non-overlapping bridge symptoms (e.g., people dislike me), the girls’ network was driven exclusively by non-overlapping symptoms (e.g., feeling fearful, hard to do something). Practically, this study offers a prioritized intervention framework for bullying-victimized adolescents. First, targeting shared bridge symptoms (e.g., detachment, no positive emotion) can disrupt cross-diagnostic connectors, yielding broad effectiveness across both genders. Second, treatments should be tailored to gender-specific dynamics—prioritizing overlapping symptoms in boys and distinct non-overlapping symptoms in girls. Taken together, these findings highlight the value of integrating transdiagnostic and gender-specific strategies in treating PTSS and depressive symptoms.
校园欺凌受害 / 青少年 / 创伤后应激症状 / 抑郁症状 / 共病网络
school bullying victimization / adolescent / PTSS / depressive symptoms / comorbidity network
| [1] |
汪向东. (1993). 心理卫生评定量表手册. 中国心理卫生杂志社.
|
| [2] |
王孟成, 刘拓. (2023). 心理与行为定量研究手册. 重庆大学出版社.
|
| [3] |
谢家树, 魏宇民, Zhu, Z. (2019). 当代中国青少年校园欺凌受害模式探索:基于潜在剖面分析. 心理发展与教育, 35(1), 95-102.
|
| [4] |
谢家树, 魏宇民, Bear, G. (2018). 特拉华欺凌受害量表(学生卷)中文版再修订及初步应用. 中国临床心理学杂志, 26(2), 259-263.
|
| [5] |
|
| [6] |
|
| [7] |
|
| [8] |
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th edition). American Psychiatric Association.
|
| [9] |
|
| [10] |
|
| [11] |
|
| [12] |
|
| [13] |
|
| [14] |
|
| [15] |
|
| [16] |
|
| [17] |
|
| [18] |
|
| [19] |
|
| [20] |
|
| [21] |
|
| [22] |
|
| [23] |
|
| [24] |
|
| [25] |
|
| [26] |
|
| [27] |
|
| [28] |
|
| [29] |
|
| [30] |
|
| [31] |
|
| [32] |
|
| [33] |
|
| [34] |
|
| [35] |
|
| [36] |
|
| [37] |
|
| [38] |
|
| [39] |
|
| [40] |
|
| [41] |
|
| [42] |
|
| [43] |
|
| [44] |
|
| [45] |
|
| [46] |
|
| [47] |
|
| [48] |
|
| [49] |
|
| [50] |
|
| [51] |
|
| [52] |
|
| [53] |
|
| [54] |
|
| [55] |
|
| [56] |
|
| [57] |
|
| [58] |
|
| [59] |
|
| [60] |
|
| [61] |
|
| [62] |
|
| [63] |
|
| [64] |
|
| [65] |
|
| [66] |
|
| [67] |
|
| [68] |
|
| [69] |
|
| [70] |
|
| [71] |
|
| [72] |
|
| [73] |
|
| [74] |
|
| [75] |
|
| [76] |
|
| [77] |
|
| [78] |
|
| [79] |
|
| [80] |
|
| [81] |
|
| [82] |
|
| [83] |
|
| [84] |
|
| [85] |
|
/
| 〈 |
|
〉 |