Ummiselo woMoya kunye noTywala phakathi kwabaFundi beKholeji (2017)

I-International Journal yeMpilo yengqondo kunye noMlingo

 NgoFebruwari 2017, uMqulu 15, Umba 1, i-16-27

Craig S. Cashwell, Amanda L. Giordano, Kelly King, Cody Lankford, Robin K. Henson

Abstract

Kubantu abanomlutha wesondo, ukuziphatha ngokwesondo kuhlala kuyeyona ndlela iphambili yokulawula uxinzelelo okanye iimvakalelo ezingafunekiyo. Kolu phononongo, siye safuna ukuphonononga iyantlukwano kwimiba yolawulo lweemvakalelo phakathi kwabafundi abakuluhlu lwezonyango lokukhotyokiswa ngokwesondo kunye nabo bakuluhlu olungekho kliniki. Phakathi kwesampulu yabafundi beekholeji abangama-337, i-57 (16.9%) ifumene amanqaku kuluhlu lwezonyango lokulutha ngokwesondo kunye nabafundi abakuluhlu lweklinikhi bahluke kakhulu kubafundi abakuluhlu olungekho kliniki kwimiba emithathu yolawulo lweemvakalelo: (a) ukungamkelwa kweempendulo zeemvakalelo, (b) ukubandakanyeka okulinganiselweyo ekuziphatheni okujoliswe kuko ekuphenduleni kwimpembelelo embi, kunye (c) nezicwangciso ezincinci zokulawula imvakalelo. Kubonelelwe ngeziphumo zongenelelo ngoncedo kwiikhampasi zeekholeji.

UkuLawulwa kweeMvakalelo kunye nokuLuleka ngokweSini phakathi kwaBafundi beeKholeji

            Abaphandi babonisa ukuba malunga ne-75% yabafundi bangena ekholejini benamava angaphambili ngesondo (Holway, Tillman, & Brewster, 2015) kunye nabafundi beekholeji babandakanyeka ekuziphatheni ngokwesondo okunokuthi kuhlelwe ngokukhululekileyo njengempilo, ingxaki, okanye isinyanzelo. Kwesinye isiphelo sebala, inkululeko kunye namathuba emfundo anikezelwa yimeko yekholeji inokuhlakulela ukuhlukaniswa okunempilo kwintsapho yemvelaphi kunye nokuphononongwa kwezinto ezixabisekileyo zomntu, iinkolelo kunye nezithethe, kubandakanywa nezo zihambelana nobulili (uSmith, uFranklin, uBorzumato-Gainey. , & Deggs-White, 2014). Abafundi abaninzi beekholeji baphuhlisa ukuqonda okungcono kwabo kunye nemilinganiselo yabo yobuqu kwaye bazibandakanye kwizenzo zesondo ezihambelana neenkqubo zabo zenkolo. Abanye abafundi, nangona kunjalo, banokudibana nezinto ezininzi ezibeka umngcipheko kwindawo yekholeji kwaye bazibandakanye kwingxaki okanye kumngcipheko wokuziphatha ngokwesondo.

Umzekelo, enye into enokubakho emngciphekweni ibandakanya imigaqo yezesondo yeekhampasi zekholeji, njengoko abafundi bakholisa ukuqikelela inani lamaqabane ngokwesondo kunye nokuxhaphaka kwezenzo zesondo zoontanga babo (Scholly, Katz, Gascoigne, & Holck, 2005). Le migaqo yezesondo inokukhuthaza uxinzelelo lokuhambelana nokulindela okungachanekanga ngokwesondo kunye negalelo kwiintlobo zeziphumo ezibi, ezifana nokukhulelwa okungafunwayo (James-Hawkins, 2015), izifo ezithathelwana ngesondo (STIs; Wilton, Palmer, & Maramba 2014), ukuhlaselwa ngokwesondo. (Cleere & Lynn, 2013), kunye neentloni (Lunceford, 2010). Enye into efak’ isandla ekuziphatheni okuyingozi ngokwesini phakathi kwabafundi basekholejini kukusebenzisa utywala. Abaphandi banxulumanise ukuselwa kotywala kwinani lamaqabane ngesondo phakathi kolutsha kunye nabantu abadala abancinci. Ngokukodwa, i-Dogan, i-Stockdale, iWildaman, kunye ne-Coger (2010) yenza uphononongo olude ngaphezulu kweminyaka eyi-13 kwaye yafumanisa ukuba ukusetyenziswa kotywala kwakunxibelelene kakuhle nenani lamaqabane ngesondo phakathi kwabantu abadala. Nangona ukuziphatha ngokwesondo okuyingozi phakathi kwabafundi beekholeji kunokukhokelela kwiziphumo ezibi okanye eziyingozi, ezi zenzo azithethi ukuba likhoboka lezesondo. Kuphela kuxa abafundi befumana ukulahleka kolawulo kwindlela abaziphatha ngayo ngokwesondo kwaye baqhubeke nokuzibandakanya ngaphandle kweziphumo ezibi apho umlutha wesondo unokuba khona (uGoodman, 2001).

Ukunyangwa koTyala

            Nangona kukho impikiswano malunga nokukhotyokiswa ngokwesondo, ngakumbi ukungabikho kwayo kwi I-Diagnostic and Statistical Manual of Disabilities (DSM-5; I-American Psychiatric Association, i-2013), iingcali ezikhokelayo kwiinkalo ezininzi ngokuqhelekileyo ziyavuma ukuba umlutha wesini ngokwenene sisifo (Carnes, 2001; Goodman 2001; Phillips, Hajela, & Hilton, 2015). UGoodman (1993) ucebise indlela yokuxilonga ukuba likhoboka lesondo ngokufaka igama ukuziphatha ngokwesondo kwiikhrayitheriya zokusetyenziswa gwenxa kweziyobisi kunye nokuxhomekeka. Ngokwale mbono, umlutha wesondo awukho malunga nohlobo okanye ukuphindaphindwa komsebenzi wesondo. Endaweni yoko, ukongezwa kwesondo kubandakanya ukuzixakekisa kunye nokwenza isiko lokuziphatha ngokwesondo, ukungakwazi ukuyeka okanye ukunciphisa zombini ngaphakathi (umzekelo, ukuxakeka, ukucinga) kunye nokuziphatha kwangaphandle (umzekelo, ukubukela imifanekiso engamanyala, ukuhlawula ngesondo) ngaphandle kwemiphumo engafunekiyo, amava okunyamezela. (okukhokelela ekunyukeni rhoqo, ubude bexesha, okanye ubungozi bokuziphatha), kunye nokurhoxa (okt, imo yedysphoric xa ukuziphatha kuyekiwe).

Ezinye iingcali ziyavuma ukuba ukuziphatha okungaphaya kolawulo ngokwesondo kuyingxaki, kodwa ukhethe ukuwuqonda umcimbi njengokuphazamiseka kwe-hypersexual kunokuba likhoboka (Kafka, 2010; 2014; Kor, Fogel, Reid, & Potenza, 2013). Ngokwale mbono, ukuziphatha okungalawulekiyo ngokwesondo kukuphazamiseka kokulawulwa kwempembelelo. Aba baphandi bathi uphando olongezelelweyo malunga ne-etiology ye-hypersexuality iyafuneka ngaphambi kokuyihlela njengomlutha (Kor et al., 2013).

Le yantlukwano yefilosofi kwisigama sokuziphatha kwezesondo ngaphandle kolawulo kunye neendlela zokuxilonga zenza ukufumana amazinga achanekileyo okuxhaphaka kube ngumngeni, kodwa uCarnes (2005) ubeke ukuba ukuya kuthi ga kwi-6% yabantu baseMelika banomlutha ngokwesondo. Uphononongo kwiiseti ezithile zabemi, nangona kunjalo, zityhila iifrikhwensi ezahlukeneyo. Ngokunxulunyaniswa okukodwa kolu phononongo, abaphandi bafumene amazinga okuba likhoboka lezesondo kunye nokwabelana ngesondo okugqithisileyo phakathi kwabafundi beekholeji ukuba bahlale bephezulu kunabantu ngokubanzi. Ngokomzekelo, uReid (2010) wafumanisa ukuba i-19% yamadoda ekholeji yadibana nemilinganiselo ye-hypersexuality kunye no-Giordano noCecil (2014) bafumene i-11.1% yamadoda kunye nabasetyhini abangaphantsi kwemilinganiselo. Ukongeza, uCashwell, uGiordano, uLewis, uWachtel, kunye noBartley (2015) babike i-21.2% yamadoda kunye ne-6.7% yabasetyhini abathweswe isidanga sokuqala kwisampulu yabo yadibana neendlela zokuvavanya umlutha wesondo. Ngokufanelekileyo, ukuxhaphaka okuphezulu kokuziphatha kwezesondo okungalawulekiyo phakathi kwabafundi beekholeji kubonisa imfuneko yokuqonda ngcono izinto ezixelwe kwangaphambili. Ngenxa yemo yeemvakalelo kunye nokunyanzeliswa okuhambelana nokukhotyokiswa ngokwesondo, enye into eyakhayo enxulumene nokukhotyokiswa ngokwesondo enokuthi ibaluleke ngakumbi kubafundi beekholeji ngummiselo weemvakalelo.    

Ummiselo woLawulo

Ummiselo we-Emotion (ER) usembindini woncwadi olukhulayo, kunye neenkcazo ezininzi eziphikisanayo, ugxininiso, kunye nezicelo (Prosen & Vitulić, 2014). Ngenjongo yolu phononongo lwangoku, sichaze ngokubanzi i-ER njengenkqubo yokujonga, yokuvavanya, kunye nokutshintsha ukusabela ngokweemvakalelo ukuze kuhlangatyezwane neenjongo zomntu (Berking & Wupperman, 2012). Imilinganiselo esebenzayo ye-ER iquka ukukwazi (a) ukwazi, ukuqonda nokwamkela iimvakalelo, (b) ukwenza ngendlela ejoliswe kwiinjongo, iindlela ezingezona zityhutyha ngexesha leemvakalelo ezimbi, (c) ukusebenzisa izicwangciso zokulawula ukulungelelanisa ezixhomekeke kumxholo. , kwaye (d) uhlakulele ukuqonda ukuba iimvakalelo ezimbi ziyinxalenye yobomi (Buckholdt et al., 2015). UGratz noRoemer (2004) banqume ukuba inkqubo ye-ER ihluke kwiinzame zokulawula iimvakalelo, ukuphelisa iimvakalelo, okanye ukucinezela iimvakalelo. Ngapha koko, abaphandi bafumanise ukuba ukulawula, ukuphelisa, okanye ukucinezela iimvakalelo kunokudala amanqanaba aphezulu oxinzelelo lweemvakalelo kunye noxinzelelo lomzimba (Gratz & Roemer, 2004). Endaweni yokucinezela okanye ukugweba amava omntu ngokweemvakalelo, i-ER yinkqubo apho umntu achonga kwaye amkele imvakalelo yangoku ukuze anciphise ukungxamiseka kwayo kwaye akhuthaze iimpendulo zokuziphatha ngabom (Gratz & Roemer, 2004). Le ngcaciso ithetha ukuba ukuqwalasela kunye nokuthuthuzela ngeemvakalelo kwenza impendulo ephilileyo.

Inkqubo ye-ER iyaqhubeka, iyenza ibaluleke kakhulu ekuphuhliseni nasekugcinweni kokubini impilo yengqondo kunye nokuphazamiseka kwengqondo (Berking & Wupperman, 2012). Uphando malunga nokuxhamla phakathi kwe-ER kunye nokuguquguquka kwengqondo kubonisa ukubaluleka kokuba nezicwangciso zezicwangciso zokulawula kunye nokukwazi ukuziguqula ukuze zihambelane neemfuno zeemeko ezahlukeneyo (Bonanno & Burton, 2013; Kashdan & Rottenberg, 2010). Abantu abasebenzisa ngempumelelo izicwangciso ze-ER eziguquguqukayo bahlala beguquguquka ngakumbi kwaye bonwabela iziphumo ezinkulu zempilo yengqondo kunye nesikhuseli sokukhusela ngokuchasene nokuphazamiseka kwengqondo (Aldao, Sheppes & Gross, 2015). Ngokufanayo, abanye baye baqala ukuseka iiprofayili ze-ER ezihambelana ne-psychopathology (Dixon-Gordon, Aldao, & De Los Reyes, 2015; Fowler et al., 2014). Abaphandi, ke, kufuneka baqhubele phambili bavavanya abantu abathile bezonyango kunye namava abo akhethekileyo kunye nokuphazamiseka kweemvakalelo (iBerking & Wupperman, 2012; Sheppes, Suri & Gross, 2015), kubandakanya abo banengxaki yokungakwazi ukukhotyokiswa ngokwesondo.

I-Sexual Addiction and Emotion Regulation

UGoodman (1993, 2001) uchaze ukuziphatha ngokwesondo okukhobokisayo njengokwenza imisebenzi emibini: ukuvelisa ulonwabo kunye nokunciphisa uxinzelelo lwangaphakathi. Ke ngoko, iziyobisi zokuziphatha zivelisa umvuzo okanye iimeko zolonwabo ezenziwa kukukhululwa kwe-dopamine ebuchotsheni (uqinisekiso olulungileyo) kunye nokubonelela ngokuqiniswa okungalunganga okanye ukukhululeka kwimeko yeemvakalelo engathandekiyo ye-dysphoric (umzekelo, ukunciphisa ixhala okanye ukunciphisa uxinzelelo). Ewe, u-Adams noRobinson (2001) bathi ukukhotyokiswa ngokwesondo yindlela abantu abafuna ngayo ukubaleka unxunguphalo lweemvakalelo kunye nokuzipholisa, kwaye unyango lokukhotyokiswa ngokwesondo kufuneka lube necandelo le-ER.

Ukuxhasa esi sindululo, uReid (2010) wafumanisa ukuba amadoda abelana ngesondo ngokugqithisileyo aneemvakalelo ezingalunganga ngokwezibalo (oko kukuthi, ukuzonda, ukuziva unetyala, kunye nomsindo) kwaye ngokwezibalo zehlisa kakhulu iimvakalelo ezintle (okt, uvuyo, umdla, ukumangaliswa) kunesampulu yolawulo. Ngokukodwa, ubutshaba obuzilawulayo yayiyeyona nto inamandla yokuziphatha ngokwesini se-hypersexual phakathi kwesampulu yeklinikhi. Ngaphezu koko, kuphononongo olusemgangathweni lwamadoda anendlela yokuziphatha ngokwesondo engalawulekiyo, uGuigliamo (2006) ufumene imixholo esibhozo kwiimpendulo zabathathi-nxaxheba kwindlela abayiqonda ngayo ingxaki yabo. Imixholo emininzi imele unxulumano phakathi kokuziphatha ngokwesondo kunye ne-ER efana nale: (a) imbuyekezo ngeemvakalelo zobuqu zokungazithembi okanye ukuzithiya kunye, (b) nokubaleka kwiimvakalelo eziphazamisayo okanye ezibulalayo. Ezi zihloko zimbini zavela kwi-9 yeempendulo zabathathi-nxaxheba be-14 (Guigliamo, 2006). Ngoko ke, uphando lwangaphambili luxhasa ingcamango yokuba ukuziphatha okungalawulekiyo ngokwesondo kunokwenzeka, ubuncinane ngokuyinxalenye, njengomzamo wokunciphisa iimvakalelo eziphazamisayo.  

Unxibelelwano phakathi kokulutha ngokwesondo kunye ne-ER lunokubaluleka ngakumbi kwiisampulu ezidibeneyo. Abafundi beeKholeji bafumana utshintsho oluninzi olubalulekileyo kwaye bajongana noxinzelelo oluninzi ngexesha lekholeji. Ngokomzekelo, u-Hurst, u-Baranik, noDaniel (2013) bavavanya amanqaku e-40 asemgangathweni malunga noxinzelelo lwe-collegiate kwaye bachonga le mithombo ilandelayo yoxinzelelo lwabafundi beekholeji: uxinzelelo lobudlelwane, ukungabikho kwezixhobo (imali, ukulala, ixesha), ukulindela, izifundiswa, utshintsho, abacinezeli bokusingqongileyo, kunye neyantlukwano, phakathi kwabanye.

Ukongeza kuxinzelelo oluthe ngqo kumxholo, ukuxhaphaka kwemiba yempilo yengqondo phakathi kwabafundi beekholeji kubhalwe kakuhle. Kuphononongo lwabafundi beekholeji abangaphezu kwe-14,000 kwiikhampasi ezahlukeneyo ze-26, abaphandi bafumanisa ukuba i-32% yayinenkxalabo enye yempilo yengqondo (kuquka ukudakumba, ixhala, ukuzibulala, okanye ukuzenzakalisa). Ngenxa yolu xinzelelo kunye neenkxalabo zempilo yengqondo, abaphandi baphande ubudlelwane phakathi kokuziphatha okunyanzelekileyo ngokwesondo kunye neemvakalelo ezihlangeneyo. Kuphononongo lwabafundi bekholeji ababhinqileyo abangama-235, uCarvalho, uGuerro, uNeves, kunye noNobre (2015) bafumanise ukuba umkhwa ongalunganga uchaphazela (imeko ezingapheliyo zeemvakalelo ezingalunganga) kunye nobunzima bokuchonga iimvakalelo ezixelwe kwangaphambili ngokunyanzeliswa ngokwesondo phakathi kwabasetyhini beekholeji. Ezi ziphumo zixhasa uluvo lokuba ulwazi kunye nokuqonda iimvakalelo, umlinganiso obalulekileyo we-ER (iGratz & Roemer, 2008), inokuba yingxaki ngakumbi kubafundi abanomlutha wesondo.  

Uxinzelelo kunye neenkxalabo zempilo yengqondo yabafundi beekholeji zinokubenza babe sesichengeni ngakumbi kuphuhliso lomlutha wesondo njengendlela yokulawula uxinzelelo okanye iimvakalelo ezingafunekiyo. Ngokwenene, ukuziphatha okunyanzelekileyo ngokwesondo kunokubonakalisa isicwangciso se-ER esiphambili somfundi, ukubonelela ukuguquguquka okulinganiselwe kunye nokukhululeka okwethutyana. Ukuza kuthi ga ngoku, nangona kunjalo, kukho uqwalaselo olulinganiselweyo lwe-ER njengoko ibhekiselele kukuziphatha kwabafundi beekholeji zokuziphatha ngokwesondo. Ngokufanelekileyo, injongo yolu phononongo yayikukujonga ukuba ngaba kukho umahluko kubunzima be-ER phakathi kweqela labafundi abakuluhlu lwezonyango lokukhotyokiswa ngokwesondo kunye neqela labafundi abakuluhlu olungekho kliniki. Ngokukodwa, sicinge ukuba umahluko obalulekileyo ngokwezibalo kubunzima be-ER unokubakho phakathi kwala maqela mabini, kunye nabafundi abakuluhlu lwezonyango lokukhotyokiswa ngokwesondo babonisa ubunzima obuninzi kunabo bakuluhlu olungekho kliniki.

tindlela

AbaNxaxheba kunye neNkqubo

            Ukuqeshwa kolu phononongo kwenzeka kwiyunivesithi enkulu, yoluntu kumzantsi-ntshona. Emva kokufumana imvume yeBhodi yoHlolo lweZiko, siye sasebenzisa iisampulu ezilula ukunxibelelana neenjingalwazi ezingekabinazidanga ezifuna imvume yokulawula uphando lwethu ngamaxesha eentlanganiso zeklasi. Sifumene imvume yokutyelela iiklasi ezili-12 zabangekathweswa zidanga ezivela kumacandelo ahlukeneyo (okt, ubugcisa, i-accounting, ibhayoloji, ithiyetha, imfundo, inzululwazi ngentlalontle) kwaye wamema bonke abafundi abangekathweswa isidanga abaneminyaka eli-18 ubudala nangaphezulu ukuba bathathe inxaxheba kuphononongo. Abafundi abakhetha ukuthatha inxaxheba babe nethuba lokungena kumzobo wekhadi lesipho kwivenkile yasekuhlaleni. Ukuqokelelwa kwedatha kuvelise abathathi-nxaxheba abangama-360. Indlela yokubandakanywa yayibandakanya ubhaliso lwangoku eyunivesithi kunye nobuncinci beminyaka eyi-18. Abathathi-nxaxheba abalishumi elinesixhenxe abazange bachaze iminyaka yabo kwaye basusiwe. Ukongeza, iipakethi zophononongo ezintandathu zazingagqitywanga kwaye ngenxa yoko zingabandakanywa kuhlalutyo olongezelelweyo. Ngaloo ndlela, isampuli yokugqibela yayinabathathi-nxaxheba be-337.

Abathathi-nxaxheba babika umndilili weminyaka eyi-23.19 (SD = 5.04). Uninzi lwabathathi-nxaxheba abachongwe njengabasetyhini (n = 200, 59.35%), kunye nabathathi-nxaxheba be-135 (40.06%) bachonga njengamadoda, umthathi-nxaxheba omnye (.3%) uchonga njenge-transgender, kunye nomnye umthathi-nxaxheba (.3%) ongaphenduliyo le nto. Ngokuphathelele uhlanga / ubuhlanga, isampuli yethu yayihluke ngokufanelekileyo: i-11.57% ichongiwe njenge-Asian (n = 39), 13.06% ichongiwe njenge-African American / Black (n = 44), i-17.21% ichongiwe njengeLatino / iSpanishi (n = 58), i-5.64% ichongwe njenge-Multi-racial (n = 19), 0.3% ichongwe njengeNative American (n = 1), 50.74% ichongiwe njengabaMhlophe (n = 171), kunye ne-1.48% ichongwe njengezinye (n = 5). Abathathi-nxaxheba baphinde bamele iindlela ezininzi zokuziphatha ngokwesondo: i-2.1% ichongiwe njenge-gay (n = 7), 0.9% ichongwe njengelesbian (n = 3), 4.7% ichongwe njenge sibini (n = 16), i-0.6% ichongiwe njengezinye, kwaye i-91.4% ichongwe njenge-heterosexual (n = 308). Uninzi lwabathathi-nxaxheba bebekumgangatho ophezulu kwidyunivesithi yabo njengoko i-0.9% bezichaza njengabantu abaqalayo (n = 3), 6.5% njengabafundi besibini (n = 22), 30.9% njengabancinci (n = 104), kunye ne-56.7% njengabantu abadala (n = 191), kunye nomthathi-nxaxheba omnye (.3%) ongaphenduliyo kule nto. Abathathi-nxaxheba abangamashumi amathathu anesihlanu (10.39%) babonise ukuba banokuxilongwa kwempilo yengqondo, kunye neqela elikhulu laba bathathi-nxaxheba babika uhlobo oluthile lwesifo sengqondo (n = 27).

I sixhobo

Ipakethe yovavanyo iqulethe ikhweshine yedemografi kunye nezixhobo ezibini zovavanyo olusemgangathweni. Abathathi-nxaxheba bagqibe i-Difficulties in Emotion Regulation Scale (DERS; Gratz & Roemer, 2004). Izinto ze-36 ze-DERS zivelisa izinto ezintandathu ze-ER: (a) Ukungamkeleki kweeMpendulo zeMvakalelo, okanye ukuthambekela ukuba neempendulo ezimbi zesibini kwiimvakalelo ezingafunekiyo, (b) Ubunzima bokubandakanyeka kwiNjongo yokuziphatha okuNjongo, okuchazwa njengobunzima bokugxila kunye nokufezekisa okufunwayo. imisebenzi xa uneemvakalelo ezingathandekiyo, (c) Ubunzima boLawulo lwe-Impulse, okanye umzabalazo wokugcina ulawulo lweempendulo zokuziphatha xa ufumana iimvakalelo ezingathandekiyo, (d) Ukunqongophala koLwazi lweMvakalelo, kuchazwa njengokungahoyi iimvakalelo ezingalunganga, (e) Ukufikelela okulinganiselweyo kwiimvakalelo. IziCwangciso zokuLawula, ezichazwa njengenkolelo yokuba, xa sele ecinezelekile, akukho nto ingako enokwenziwa ukujongana ngokufanelekileyo nonxunguphalo, kunye (f) Ukunqongophala kokuCacisa ngokweMphefumlo, okanye indlela umntu azi ngayo kwaye ucacile malunga neemvakalelo unamava (Gratz & Roemer, 2004). Abathathi-nxaxheba bajonge izinto ezinxulumene ne-ER (umz. "Ndinobunzima bokwenza ingqiqo kwiimvakalelo zam,") kwaye babonise ukuphindaphinda kwisikali sohlobo lwe-5-point Likert ukusuka ku-"Almost Never, 0-10% of the time" ukuya "Phantse Ngalo lonke ixesha, 91-100% yexesha. ” Amanqaku aphezulu aphezulu abonisa ubunzima obukhulu kwi-ER. Abaphandi basebenzise ngempumelelo i-DERS kunye neesampulu zabantu abajongana nezinto zombini kunye nenkqubo yeziyobisi (Fox, Hong & Sinha, 2008; Hormes, Kearns & Timko, 2014; Williams et al., 2012) ngamanqaku abonisa ukungaguquguquki okuphezulu kwangaphakathi kunye nokwakha ukunyaniseka. (Gratz & Roemer, 2004; Schreiber, Grant & Odlaug, 2012). Amanqaku avela kwi-DERS subscales ayenamanqanaba amkelekileyo e-alpha kaCronbach (Henson, 2001) ngaphakathi kwesampulu yangoku: I-Nonaccept (.91), Iinjongo (.90), Impulse (.88), Aware (.81), Strategies (.90), kunye nokucaca (.82).  

Ekugqibeleni, sibandakanye i-20-into engundoqo ye-Subscale ye-Sexual Addiction Screening Test-Revised (SAST-R; Carnes, Green & Carnes, 2010) ukwenzela ukuhlukanisa phakathi kweklinikhi kunye namaqela angaphantsi kweklinikhi ngaphakathi kwesampulu yethu. I-SAST-R isetyenziswa ngokubanzi ukuhluza umlutha wesondo kwiisetingi ezahlukeneyo kwaye amanqaku ayo abonise ukungaguquguquki okuphakamileyo kwangaphakathi kunye nocalucalulo olusemthethweni (Carnes et al., 2010). I-Core Subscale inefomathi yempendulo ye-Ewe / Hayi ye-dichotomous yokuphonononga iimpawu zokulutha ngokwesondo ezixhaphakileyo kubantu abahlukeneyo kubandakanya ukuzixakekisa, ukuphulukana nolawulo, ukuphazamiseka okuchaphazelekayo, kunye nokuphazamiseka kobudlelwane (Carnes et al., 2010). Isampula yento ye-SAST-R Core Scale ithi, "Ngaba uyenzile imizamo yokuyeka uhlobo lwezesondo kwaye wasilela?" Inqaku elamkelekileyo lokunqunyulwa kwezonyango kwi-SAST-R core subscale lisithandathu kwaye libonisa imfuno yovavanyo olongezelelweyo kunye nonyango olunokwenzeka lokukhotyokiswa ngokwesondo. Amanqaku kwisampulu yangoku abonise ukuthembeka kwangaphakathi okwamkelekileyo nge-alpha ye-Cronbach ye-.81.  

iziphumo

Phambi kokuphanda imibuzo ephambili yophando, sahlalutya iindlela kunye nokutenxa okusemgangathweni kwenqanaba ngalinye le-DERS phakathi kwabafundi abakuluhlu lweklinikhi lokukhotyokiswa ngokwesondo kunye nabo bakuluhlu olungekho kliniki (Itheyibhile 1). Ukuvavanya ihomogeneity yomahluko, sisebenzise iBox's M uvavanyo. Olu vavanyo belubalulekile ngokwezibalo, lucebisa ukuba kunokwenzeka ukuphulwa kwengqikelelo yesampulu yethu yangoku. NjengeBhokisi M Uvavanyo lunovakalelo kwizinto ezingaqhelekanga, nangona kunjalo, iisayizi zethu zesampulu ezingalinganiyo ezidityaniswe nenani elikhulu leenguqu ezixhomekeke ezinokuthi zibe negalelo kwesi siphumo (Huberty & Lowman, 2000). Ke ngoko, siye sajonga umahluko/i-covariance matrices kwaye saqinisekisa ukuba uninzi lwawela ngaphakathi kokusondelelana okufanelekileyo kunye nokufana ngakumbi kunomahluko.

            Ukujongana nombuzo oyintloko wophando, sasebenzisa uhlalutyo oluchazayo olucalucalulo (DDA), uvavanyo oluninzi olusetyenziswa kulo mzekelo ukufumanisa ukuba zeziphi iinkalo ze-ER ezinegalelo ekuhlukaneni kwamaqela amabini, kule meko ikliniki ngokubhekiselele kwi-non-clinical (Sherry, 2006). I-DDA iphezulu kunendlela enye ye-MANOVA yokuba inikezela ngolwazi malunga negalelo elihambelanayo lenguqu nganye ekuchazeni ukuhlukana kweqela ngaphakathi komxholo we-multivariate, ngokuchasene ne-ANOVAs engabonakaliyo ukulandela iziphumo ezininzi (Enders, 2003). Ngale ndlela, izinto eziguquguqukayo kwi-DDA zidityaniswa zibe yi-synthetic, i-composite variable esetyenziselwa ukucalula phakathi kwamaqela. Kuphononongo lwethu, uhlalutyo belufuna ukufumanisa ukuba ngaba kukho umahluko ohlukeneyo phakathi kwabafundi abakuluhlu lwezonyango lokukhotyokiswa ngokwesondo kunye nabo bakuluhlu olungekho kliniki kwii-subscales ezintandathu ze-DERS.

Sisebenzise i-SAST-R cutoff score ukuze sihlele abafundi njengezonyango okanye ezingekho kliniki kumlutha wesondo. Sihlele abafundi abafumene amanqaku amathandathu nangaphezulu kwi-SAST-R Core Scale njengezonyango (n = 57, 16.9%) kunye nabo bafumene amanqaku angaphantsi kwesithandathu njengabangenaklinikhi (n = 280, 83.1%). Ukucazulula oku ngokwesini, i-17.8% yamadoda kunye ne-15.5% yabasetyhini kwisampulu yodlula ukunqunyulwa kwekliniki.

Uhlalutyo oluphambili olusebenzisa i-DDA lwalubalulekile ngokweenkcukacha-manani, lubonisa ukungafani kobulungu beqela kuluhlu oluxhomekeke kuluhlu oludityanisiweyo oludalwe kwii-subscales ezintandathu (iThebhile 2). Ngokukodwa, i-squared canonical correlation ibonise ukuba ubulungu beqela bubalelwa kwi-8.82% yomahluko kuluhlu oluxhomekeke kwi-composite. Sitolikele le mpembelelo yesiphumo (1- Wilks 'lambda =.088) njengokuba ikhona kuluhlu oluphakathi lunikwe ubume besampulu kunye nezinto eziguquguqukayo ezifundwayo (cf. Cohen, 1988). Ke, iyantlukwano enentsingiselo kubunzima be-ER ubukhona phakathi kwabathathi-nxaxheba kuluhlu lwezonyango lokukhotyokiswa ngokwesondo kunye nabo bakuluhlu olungekho kliniki.

            Okulandelayo siye savavanya i-coefficients yocalucalulo esemgangathweni kunye ne-coefficient yesakhiwo ukugqiba igalelo le-DERS nganye kwi-subscale kumahluko phakathi kwamaqela amabini. Iziphumo zethu zibonise ukuba i-Nonaccept, i-Strategies, kunye ne-Goals subscales yiyona nto inoxanduva lokuhlukana phakathi kwamaqela amabini (iThebhile 3). Ngokukodwa, amanqaku kwi-Nonaccept subscale abalelwa kwi-89.3% yenguqu epheleleyo echaziweyo, amanqaku kwi-Strategies subscale abalelwa kwi-59.4%, kwaye amanqaku kwi-Goals subscale abalelwa kwi-49.7%. I-Clarity and Impulse subscales idlale indima yesibini ekuchazeni umahluko weqela, nangona ukungafani okuCwangciswayo okukwaziyo ukucacisa kwisiphumo kwakuphantse kuthathwe kwaye kuchazwe ngezinye iinguqu ze-predictor, njengoko kubonisiwe ngobunzima bayo be-beta obusondeleyo kunye ne-coefficient yesakhiwo esikhulu. . I-Aware subscale ayizange idlale indima enkulu ekufakeni igalelo kumahluko weqela. Uvavanyo lweecentroids zeqela luqinisekisile ukuba iqela leklinikhi linamanqaku aphezulu e-DERS (ebonisa ubunzima bokulawula imvakalelo) kuneqela elingekho kliniki. Zonke ii-coefficients zesakhiwo zazilungile, zibonisa ukuba abo bakwiqela leklinikhi bavame ukuba nobunzima be-ER obuphezulu kuzo zonke ii-subscales, kwanabo abangazange babe negalelo elikhulu kwintlukwano yeqela le-multivariate.   

Ukongezelela, iqela lithetha kunye nokuphambuka okusemgangathweni kucaciswe ukuba i-Nonaccept, i-Strategies, kunye ne-Goals subscale scores yayiphezulu phakathi kweqela lekliniki xa kuthelekiswa neqela elingekho kliniki (jonga iThebhile 1). Ke ngoko, abafundi abakuluhlu lwezonyango lokukhotyokiswa ngokwesondo banike ingxelo yokwamkeleka okuncinci kweemvakalelo, ubunzima obuninzi bokuzibandakanya kwindlela yokuziphatha ejolise ekujoliseni, kunye nokufikelela okuncinci kwizicwangciso zokulawula iimvakalelo xa kuthelekiswa nabafundi abakuluhlu olungekho kliniki.

ingxoxo

            Ukufumanisa ukuba abathathi-nxaxheba abayi-57 (16.9%) bafumene amanqaku ngaphezu kokunqunyulwa kwekliniki kwi-SAST-R iyahambelana neziphumo zangaphambili (Cashwell et al., 2015; Giordano & Cecil, 2014; Reid, 2010), ebonisa ukuba abafundi beekholeji ukuxhaphaka okuphezulu kokuziphatha okukhobokisayo ngokwesondo kunoluntu ngokubanzi. Ezi ziphumo zinokwenzeka ngenxa, ubuncinci ngokuyinxenye, kwimeko yoxinzelelo, isixa esikhulu sexesha elingamiselwanga, ukufikelela kuyo yonke indawo kwi-intanethi, kunye nokusingqongileyo okuxhasa inkcubeko ye-hook-up (Bogle, 2008). Oku kufunyanisiweyo akulindelekanga, ke, kwaye kuyahambelana nengxoxo yokuba umlutha wesondo uhlala uvela ngexesha lokufikisa kunye nokuba mdala (uGoodman, 2005). Into ebonakala iyingqayizivele ngale sampuli kukungabikho kokungalingani phakathi kwamadoda nabasetyhini (i-17.8% kunye ne-15.5%, ngokulandelanayo), ngelixa abaphandi bangaphambili (Cashwell et al., 2015) bafumanisa ukuba amadoda anamazinga aphezulu kakhulu okuxhatshazwa ngokwesondo kunokuba abafazi. Abaphandi bexesha elizayo kufuneka bajonge ngokusondeleyo kwizixhobo ezahlukeneyo zokulinganisa ezisetyenziswa ngabaphandi kwaye baqhubeke nokuphonononga kunye nokucokisa into eyaziwayo malunga namazinga okuxhaphaka kokukhotyokiswa ngokwesondo phakathi kwamadoda nabasetyhini beekholeji.

Iziphumo zethu zixhase ingqikelelo yethu yokuba abafundi abafumana amanqaku okanye ngaphezulu kokunqunyulwa kwekliniki kwi-SAST-R Core Scale baya kuba nobunzima bokulawula iimvakalelo. Ngokukodwa, ezintathu ze-DERS subscales zinoxanduva kakhulu lomahluko obalulekileyo ngokwezibalo phakathi kwamaqela, okukhokelela kubungakanani besiphumo esiphakathi ngokubanzi. Iziphumo zethu zibonise ukuba abafundi abafumana amanqaku kuluhlu lweklinikhi ye-SAST-R bafumana ubunzima obuninzi bokwamkela iimpendulo zabo zeemvakalelo, ukuzibandakanya kwindlela yokuziphatha ejoliswe kwiinjongo, kunye nokufikelela kwiindlela zokulawula imvakalelo. Inyani yokuba abafundi abakuluhlu lwezonyango lokukhotyokiswa ngokwesondo ngakumbi ubunzima be-ER ixhasa isindululo sikaGoodman (1993, 2001) sokuba omnye wemisebenzi ephambili yokukhotyokiswa ngokwesondo kukulawula impembelelo embi. Ke ngoko, abo bafumana ubunzima bokulawula amava abo ngokweemvakalelo banokuba semngciphekweni omkhulu wokubandakanyeka ekuziphatheni ngokwesondo njengendlela yokuphelisa uxinzelelo oluchaphazelekayo. Ngokuhamba kwexesha, oku kunokukhokelela ekuziphatheni okunyanzelekileyo nokungalawulekiyo ngokwesondo.

Ithiyori yePolyvagal (i-Porges, i-2001, i-2003) ibonelela ngesikhokelo esibalulekileyo se-neurobiological base-addiction kwaye, ubuncinci ngokuyinxenye, icacisa ezi ziphumo. NgokukaPorges, iimpendulo zokuziphatha (ezifana nokuziphatha ngokwesondo okukhobokisayo) zivela kwiindlela eziguquguqukayo eziziswa yinkqubo yemithambo-luvo, kwaye ezi mpendulo zokuziphatha zinxulunyaniswa ne-ER. Ngokomzekelo, uxinzelelo luchaphazela amandla okulawula i-physiology kunye neemeko zokuziphatha zentlalo, zihlala zikhokelela kuluhlu oluthintelweyo lokubonakaliswa kweemvakalelo. Ngamaxesha oxinzelelo oluphezulu, abantu bahlala besebenzisa iimpendulo eziguqukayo, njengokulwa, ukubhabha, okanye umkhenkce (Porges, 2001). Ngokuqhelekileyo, ukuziphatha okukhobokisayo ngokwesondo kune flight okanye umsebenzi wokuphepha, ukunceda umntu ukuba acinezele okanye aphephe iimvakalelo abazifumana njengoxinzelelo. Ngelishwa, nangona kunjalo, ezona ndlela zokuziphatha zibangela isiqabu okwethutyana kuxinzelelo lweemvakalelo zikhuthaza ukonyuka koxinzelelo lweemvakalelo kunye noxinzelelo lwempilo (Gratz & Roemer, 2004), enegalelo kumjikelo wokulutha.

         Uvavanyo lwawona ma-subscales abaluleke kakhulu anegalelo kwiyantlukwano yeqela kufundo lwethu lwangoku (okt, ukungamkelwa, amaQhinga, kunye neNjongo), inika ingqiqo kwinkqubo ye-ER yabo bakuluhlu lwezonyango lokukhotyokiswa ngokwesondo. Nangona kungenakwenzeka ukwenza izigqibo eziqinileyo malunga nolandelelwano, kubonakala kusengqiqweni ukuba ukuzibandakanya ekuziphatheni okujoliswe kuko kunye nokufikelela kwizicwangciso ze-ER kuqikelelwa ekwamkeleni komntu impendulo yakhe ngokweemvakalelo. Oko kukuthi, ukukwazi ukulawula iimvakalelo (I-Strategies subscale) kunye nokuzibandakanya ekuziphatheni okujoliswe kuyo (i-Goals subscale) iyancipha xa umntu ehlala ecinezela okanye ephepha ukuxinezeleka ngokweemvakalelo (Nonaccept subscale). Ke ngoko, inkalo yokungamkeleki ye-ER ibonakala ibaluleke kakhulu ngokwengqiqo, kwaye ikwanegalelo kuninzi lokwahluka okuchaziweyo. Izinto ezikwi-Nonaccept subscale zibonisa ukuba abantu abalandulayo ukuchaphazeleka kwabo kakubi badla ngokufumana iimpendulo ezinamandla zeemvakalelo zesibini kuxinzelelo lweemvakalelo, kubandakanya ukuziva benetyala, ihlazo, ukuphoxeka, umsindo kuziqu zabo, ukuzicaphukela, okanye ukuziva ubuthathaka. Ngoko ke, kunokwenzeka ukuba omnye wemiba exhaphakileyo ekusebenzeni nabathengi abanokuziphatha ngokwesondo okukhobokisayo kukuququzelela impendulo yovelwano ngakumbi kuxinzelelo lweemvakalelo. Iziphumo zolu phononongo zibonisa ukuba abo banokuziphatha ngokwesondo okukhobokisayo bathanda ukuzigxeka xa becinezeleka ngokweemvakalelo kwaye, ngokufanelekileyo, bathambekele ekusebenzeni ukwala okanye ukunciphisa uxinzelelo lweemvakalelo lokuqala ukunqanda ukusabela okwesibini, bathintele amandla abo khetha izicwangciso eziphilileyo zokulawula imvakalelo kwaye uzibandakanye ekuziphatheni okujoliswe kuko.

         U-Porges (2001) ucebise ukuba ungenelelo lonyango lusetyenziselwe ukudala amazwe azolileyo kwaye kusebenze ukulawulwa kwe-neural ye-brainstem, enokunceda ukukhuthaza ukulawulwa kwenkqubo yokuzibandakanya kwezentlalo. Kungaphaya komda weli phepha ukuphonononga ngokupheleleyo iindlela kunye nobuchule bokwenza oku, kodwa indawo yokuqala yoogqirha inokuba luqheliselo olusekwe kwingqondo (Gordon, & Griffiths, 2014; Roemer, Williston, & Rollins, 2015; Vallejo & Amaro , 2009). Ngokomzekelo, uRoemer et al. (2015) yafumanisa ukuba ukuziqhelanisa nengqiqo kuhambelana nokuncipha koxinzelelo kunye nokuziphatha okungalunganga, kwaye kwandisa amandla omntu okuzibandakanya kwiindlela zokuziphatha ezijoliswe kwiinjongo. Ngokufanayo, uMenezes noBizarro (2015) bafumanisa ukuba ukucamngca okugxininisekileyo kube nefuthe elihle ekwamkelweni kweemvakalelo ezingalunganga. Izicwangciso zokungenelela ezongezelelweyo zinokugxila ekuzicingeleni (i-Neff, i-2015), kunye neendlela ezithathwe kwi-Acceptance kunye ne-Commitment Therapy (ACT) ukukhuthaza ukwamkelwa, ukuchithwa kwengqondo, kunye nolwazi lwangoku lwangoku (Hayes, Luoma, Bond, Masuda, & Lillis, 2006 ), zonke ezinokuthi zixhase ukulawulwa kweemvakalelo.

         Injongo, ke ngoko, yokusebenzisa izicwangciso ezisekelwe engqondweni kukubonelela abafundi ngeendlela zempilo ezizezinye zokulawula iimvakalelo. Ngenxa yoxinzelelo kunye nesifo sengqondo esifunyanwa ngabafundi abaninzi beekholeji, ubunzima bokulawulwa kweemvakalelo akumangalisi. Ungenelelo olufanelekileyo nolusebenzayo lokujongana nolu bunzima lunokubandakanya ukubonelela ngeendlela eziphilileyo zokulawula ukuchaphazeleka okungalunganga (okufana neendlela zokucinga ngengqondo), ngaloo ndlela kuncitshiswa ukuthembela kwabafundi kwizenzo zesondo ngeenjongo ze-ER. Ngenxa yokuba uyilo lophononongo lwangoku lunqamlezileyo, ungenelelo olongezelelweyo kunye nophando lwexesha elide lufanelekile ukuqhubeka nokukhupha umphumo onokwenzeka we-ER ekuziphatheni kwesondo okuluthayo kunye nokusebenza kwezicwangciso zokungenelela ezithile.

Imida

         Izinto ezifunyanisiweyo ngoku kufuneka zivavanywe kumxholo wonyino lwezifundo. Zonke iinkcukacha zaqokelelwa kumagumbi okufundela akwiyunivesiti enye karhulumente. Nangona abathathi-nxaxheba bethathwe kumacandelo emfundo ahlukeneyo, akwaziwa ukuba ezi ziphumo zihambelana njani na kwezinye iindawo zejografi okanye iindidi zeeyunivesithi. Ukongeza, ukuthatha inxaxheba bekuqhutywa ngokuzithandela kwaye akwaziwa ukuba abathathi-nxaxheba abakhethe ukuthatha inxaxheba bohluke njani ngokucwangcisiweyo kwabo balayo. Ngaphaya koko, zonke iinkcukacha zaqokelelwa ngokuzixela ngokwakho, nto leyo esenokuba ikhokelele abanye abathathi-nxaxheba ukuba baxele ngaphantsi kweendlela zokuziphatha ngokwesondo kwi-SAST-R okanye ukunciphisa uxinzelelo lweemvakalelo kwi-DERS. Okokugqibela, nangona ubulungu beqela bubonelele ngengqiqo ebalulekileyo malunga nobunzima bolawulo lweemvakalelo, umahluko omkhulu uhlala ungachazwanga.

isiphelo

         Iziphumo zolu phononongo ziqaqambisa ukubaluleka kokuvavanya kunye nokunyanga i-ER phakathi kwabafundi beekholeji abanengxaki yokuziphatha ngokwesondo. Ngelixa uphando olongezelelweyo lufunekayo ukwenza ngokucacileyo olu xhulumaniso, iingcali zempilo yengqondo ezisebenza ngokuziphatha kwezesondo eziluthayo ziya kunikezelwa kakuhle ukuvavanya iinkqubo ze-ER kunye nezicwangciso phakathi kwabathengi abajongene nokuziphatha ngokwesondo, kunye nokulungelelanisa ukungenelela ukunceda abafundi ukulawula uxinzelelo lwengqondo kwimpilo enempilo. iindlela kunye nokuphuhlisa izicwangciso-zinjongo-zijoliswe ukuhlangabezana noxinzelelo lobomi basekholejini.

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1 Table

I-DERS Iindlela eziNcanciweyo kunye noKuphambuka okuMgangatho

Phawula. Iqela lezonyango loMzantsi Afrika: n = 57; Iqela elingelona lezonyango loMzantsi Afrika: n = 280

2 Table

3 Table

ImiGangatho eMiselweyo yoCalucalulo yoMsebenzi kunye noQeqesho loLwakhiwo