Umthelela Wokumelana Nokubheja Kwecansi Phakathi Kwabafundi Bekholeji (2017)

I-International Journal of Health Mental and Addiction

 NgoFebhuwari 2017, uMqulu 15, Ukukhishwa 1, i-16-27

UCraig S. Cashwell, u-Amanda L. Giordano, uKelly King, uCody Lankford, uRobin K. Henson

abstract

Kubantu abanomlutha wokuya ocansini, izindlela zokuziphatha zocansi ngokuvamile ziyindlela eyinhloko yokulawula ukucindezela noma imizwa engathandeki. Kulolu cwaningo, sifune ukuhlola umehluko ezicini zokulawulwa kwemizwelo phakathi kwabafundi abasemtholampilo wobunzima bokulutha ngokocansi nalabo abasezingeni elingelona iqiniso. Phakathi kwesampula labafundi basekolishi abangama-337, ama-57 (16.9%) athola uhla lwemitholampilo lokulutha ngokocansi kanye nabafundi ebangeni lomtholampilo behluke kakhulu kubafundi bezinhlu ezingezona ezokwelapha ezicini ezintathu zokulawulwa kwemizwa: (a) ukungamukeli izimpendulo ezingokomzwelo, (b) ukuzibandakanya okulinganiselwe ekuziphatheni okuqondiswe kumgomo ekuphenduleni umthelela omubi, kanye (c) namasu wokulawula imizwa amancane. Kunikezwa imiphumela yokungenelela kumakhampasi asekolishi.

Ukulawulwa Kwemizwelo kanye Nezidakamizwa Zobulili phakathi Kwabafundi BaseKholeji

            Abaphenyi bakhombisa ukuthi cishe abafundi abangama-75% bangena ekolishi benolwazi lwangaphambilini lwezocansi (Holway, Tillman, & Brewster, 2015) kanti abafundi basekolishi bahlanganyela ekuziphatheni ngokocansi okungahlukaniswa ngokukhululeka njengokuphilile, okunenkinga, noma ukucindezela. Ngakolunye uhlangothi lobubanzi, inkululeko namathuba emfundo anikezwe indawo yasekolishi angahlakulela ukuzikhethela okunempilo emndenini odabuka kuwo nokuhlola izindinganiso, izinkolelo, nezinkambiso zomuntu siqu, kufaka phakathi lezo ezihlobene nobulili (uSmith, uFranklin, uBorzumato-Gainey , & IDegges-White, 2014). Abafundi abaningi basekolishi baba nokuqonda okungcono ngokwabo nangamagugu abo futhi bahlanganyele ezenzweni zocansi ezihambisana nezinhlelo zabo zokukholelwa. Abanye abafundi, noma kunjalo, bangahlangabezana nezingcuphe eziningi zemvelo yasekolishi futhi bahlanganyele ekuziphatheni okuyinkinga okuyingozi noma okuyingozi.

Isibonelo, into eyodwa engaba yingozi ifaka inkambiso yezocansi emakolishi asekolishi, njengoba abafundi bevame ukukala inani labalingani bezocansi nokwanda kocansi kontanga yabo (Scholly, Katz, Gascoigne, & Holck, 2005). Lezi zinkambiso zocansi zingakhuthaza ingcindezi yokuhambisana nokulindelwe okungafanele kwezocansi futhi zibe nomthelela emiphumeleni ehlukahlukene emibi, njengokukhulelwa okungafuneki (James-Hawkins, 2015), izifo ezithathelwana ngocansi (STIs; Wilton, Palmer, & Maramba 2014), ukuhlukunyezwa ngokocansi (Cleere & Lynn, 2013), nehlazo (Lunceford, 2010). Esinye isici esinomthelela ekuziphatheni okubi kocansi phakathi kwabafundi basekolishi ukusetshenziswa kotshwala. Abaphenyi baxhumanise ukuphuza utshwala nenani labalingani ocansini phakathi kwentsha kanye nabantu abadala. Ngokukhethekile, uDogan, uStockdale, uWildaman noCoger (2010) benze ucwaningo lwesikhathi eside ngaphezu kweminyaka eyi-13 futhi bathola ukuthi ukusetshenziswa kotshwala kwakuhambisana kahle nenani labalingani bezocansi phakathi kwabantu abadala. Yize isimilo esinobungozi kwezocansi phakathi kwabafundi basekolishi kungaholela emiphumeleni emibi noma eyingozi, lezi zenzo azichazi ukubheja kocansi. Kungaleso sikhathi kuphela lapho abafundi belahlekelwa yilawuleko ekuziphatheni kwabo kwezocansi futhi baqhubeke nokuzibandakanya yize kunemiphumela emibi ukuthi ukulutha ngokocansi kungaba khona (IGoodman, 2001).

Ukuphuza ngokweqile

            Yize kukhona impikiswano ekhona mayelana nokuluthwa ngocansi, ikakhulukazi uma kungenawo Incwadi Yokuhlola Nezibalo Zezinkinga Zengqondo (I-DSM-5; I-American Psychiatric Association, i-2013), ochwepheshe abahola phambili emikhakheni eminingi ngokuvamile bayavuma ukuthi ukulutha ngocansi empeleni kuyisifo (I-Carnes, i-2001; i-Goodman 2001; i-Phillips, i-Hajela, ne-Hilton, i-2015). UGoodman (1993) uphakamise izindlela zokuxilonga zokulutha ngokocansi ngokufaka igama ukuziphatha ngokocansi kunqubo yokusebenzisa kabi izidakamizwa nokuncika. Ngokwalo mbono, umlutha wobulili awuphathelene nohlobo noma imvamisa yokwenza izinto zocansi. Esikhundleni salokho, okungeziwe kocansi kuqukethe ukucabanga nokwenza amasiko wokwenza ucansi, ukungakwazi ukumisa noma ukuncipha zombili izinto zangaphakathi (isib. Ukubheka phambili, iphupho) nokuziphatha kwangaphandle (isib. Ukubuka izithombe ezingcolile, ukukhokhela ucansi) yize kunemiphumela engafuneki, okuhlangenwe nakho kokubekezelelana (okuholela ekwandeni kwemvamisa, ubude besikhathi, noma ubungozi bezinqubo zokuziphatha), kanye nokuhoxa (okungukuthi, isimo se-dysphoric lapho ukuziphatha kumisiwe).

Abanye ochwepheshe bayavuma ukuthi isimilo esingalawuleki sinobunzima, kepha khetha ukucabanga ukuthi inkinga iyisifo se-hypersexual kunokuba umlutha (Kafka, 2010; 2014; Kor, Fogel, Reid, & Potenza, 2013). Ngokwalo mbono, isimilo sokuziphatha okungalawuleki kuyinkinga yokulawula umfutho. Laba bacwaningi bathi ucwaningo olwengeziwe mayelana ne-etiology ye-hypersexuality luyadingeka ngaphambi kokuluhlukanisa njengomlutha (Kor et al., 2013).

Lokhu kwehluka kwefilosofi ku-terminology yezindlela zokuziphatha zocansi ezingaphandle kokulawula kanye nezinqubo zokuxilonga kwenza ukutholakala kwamazinga okugcwala okunembile kube yinselele, kepha abakwaCarnes (2005) bacela ukuthi kufinyelele kuma-6% wabantu baseMelika abanokulutha ngokocansi. Ucwaningo kuma-subsets athile wabantu, kepha, iveza amaza ahlukene. Ngokuhambisana nalolu cwaningo, abacwaningi bathole amazinga okuluthwa ngokocansi kanye ne-hypersexourse phakathi kwabafundi basekolishi ukuthi baphakeme ngokungaguquki kunesibalo sonke. Isibonelo, iReid (2010) ithole ukuthi ama-19% abesilisa besekolishi ahlangabezane nenqubo yokuhlola ubuhlakani futhi uGiordano noCecil (2014) bathola i-11.1% yabangaphansi kwabesilisa nabesifazane bahlangabezana nale ndlela. Ngaphezu kwalokho, uCashwell, uGiordano, uLewis, Wachtel, noBartley (2015) babike ukuthi i-21.2% yabesilisa kanye ne-6.7% yabafundi abangaphansi kwalabo besifazane kwizampula zabo zokuhlangana bahlangabezana nezindlela zokuhlola okunye kokuluthwa ngokocansi. Ngakho-ke, ukwanda okuphezulu kokuziphatha kokuziphatha kobulili okungaqondakali kwabafundi basekolishi kukhombisa isidingo sokuqonda kangcono izinto ezibikezelayo. Ngenxa yemvelo yemizwa nokujaha okuhambisana nomlutha wezocansi, ukwakhiwa okukodwa okuhlobene nokuluthwa ngocansi okungase kube nokuhlobana okuthile kwabafundi basekolishi ukulawulwa yimizwelo.    

Isilawuli Somzwelo

Umthethonqubo we-Emotion (ER) uphakathi nendawo yencwadi ekhulayo, enezincazelo eziningi eziphikisanayo, ukugcizelelwa kanye nokusetshenziswa (I-Prosen & Vitulić, i-2014). Ngenhloso yocwaningo lwamanje, sichaze kabanzi i-ER njengenqubo yokubheka, ukuhlola, nokuguqula ukusabela okungokomzwelo ukuze kuhlangatshezwane nezinhloso zomuntu (I-Berking neWupperman, i-2012). Ubukhulu obusebenzayo be-ER bufaka phakathi ikhono (a) lokwazi, lokuqonda nokwamukela imizwa, (b) lokwenza ngokuqondiswa izinhloso, izindlela ezingacindezeli ngesikhathi semizwa emibi, (c) ukusebenzisa amasu wokulawula ahambisanayo ancike kumongo , futhi (d) uhlakulele ukuqwashisa ngokuthi imizwa engemihle iyingxenye yempilo (IBuckholdt et al., 2015). UGratz noRoemer (2004) banqume ukuthi inqubo ye-ER yehlukile emizameni yokulawula imizwa, ukuqeda imizwa, noma ukucindezela imizwa. Eqinisweni, abacwaningi bathole ukuthi ukulawula, ukususa, noma ukucindezela imizwa kungadala amazinga aphakeme kakhulu wokuncipha kwemizwa nokukhathazeka komzimba (IGratz & Roemer, 2004). Esikhundleni sokucindezela noma ukwahlulela umuzwa womuntu ngokomzwelo, i-ER inqubo lapho umuntu ekhomba futhi amukele imizwa yamanje ukuze anciphise ubungqabavu bayo futhi akhuthaze izimpendulo zokuziphatha ngamabomu (IGratz & Roemer, 2004). Le ncazelo isho ukuthi ukubhekisisa nokunethezeka ngemizwa kudala impendulo enempilo.

Inqubo ye-ER iyaqhubeka, iyenza ibaluleke kakhulu ekwakhiweni nasekugcinweni kokuphazamiseka kwengqondo okuhle kanye nokuphazamiseka kwengqondo (I-Berking & Wupperman, 2012). Ucwaningo ngokuxhumana phakathi kwe-ER nokuguquguquka kwengqondo lukhombisa ukubaluleka kokuba namasu amaningi wokulawula kanye namandla okukuguqula ukulingana nezidingo zezimo ezahlukahlukene (IBonanno neBurton, 2013; IKashdan neRottenberg, i-2010). Abantu abasebenzisa ngempumelelo amasu e-ER aguquguqukayo bavame ukuzivumelanisa nezimo futhi ngokuvamile bathokozela imiphumela emikhulu yezempilo yengqondo kanye ne-buffer evikelayo ekuphazamisekeni kwengqondo (I-Aldao, iSheppes neGross, 2015). Ngokufanayo, abanye sebeqalile ukusungula amaphrofayili we-ER ahlobene ne-psychopathology (UDixon-Gordon, Aldao, noDe Los Reyes, 2015; UFowler et al., 2014). Abaphenyi-ke, kufanele baqhubeke nokuhlola inani elithile labantu basemtholampilo kanye nokuhlangenwe nakho kwabo okuyingqayizivele nge-dysregulation yemizwelo (I-Berking & Wupperman, i-2012; i-Sheppes, i-Suri ne-Gross, i-2015), kufaka phakathi labo abalwa nokulutha kwezocansi.

Umlutha Wezocansi Nezomzwelo

UGoodman (1993, 2001) uchaze umkhuba wokuziphatha kabi ocansini njengokusebenzela imisebenzi emibili: ukukhiqiza ubumnandi kanye nokunciphisa ukucindezelwa kwangaphakathi. Ngakho-ke, ukulutha kokuziphatha kuveza umvuzo noma isimo se-euphoric ngezikhathi ezithile ngokukhishwa kwe-dopamine ebuchosheni (ukuqiniswa okuhle) kanye nokunikeza ukuqiniswa okungekuhle noma ukukhululeka ezikweni ezingathandeki zemizwa yasesidina (isib., Ukunciphisa ukukhathazeka noma ukunciphisa ukudangala). Impela, u-Adams noRobinson (2001) bagcizelela ukuthi umlutha wezocansi uyindlela abantu abafuna ukuphepha ngayo ukucindezeleka ngokomzwelo nokuzicebisa, nokuthi ukwelashwa okulutha kocansi kumele kube nengxenye ye-ER.

Ukusekela lesi siphakamiso, iReid (2010) ithole ukuthi amadoda angama-hypersexual ayenemibono ephakeme ngokwezibalo (ie, ukwenyanya, umuzwa wecala, nentukuthelo) futhi nesibalo sokwehla kwesimo sezibalo ngokuqondile (ie, injabulo, inzalo, ukumangala) kunesampula yokulawula. Ngokukhethekile, ubutha obenziwa uqobo bekungumbikezeli oqinile wokuziphatha kwe-hypersexual phakathi kwesampula yomtholampilo. Ngaphezu kwalokho, ocwaningweni olufanelekile lwamadoda anokuziphatha okungahambi kahle kokuya ocansini, uGuigliamo (2006) uthole izingqikithi eziyisishiyagalombili kuzimpendulo zabahlanganyeli zokuthi bayayiqonda kanjani inkinga yabo. Izindikimba eziningana zibonisa ukuhlangana phakathi kokuziphatha kobulili ne-ER okunjengokuthi: (a) isinxephezelo ngemizwa yomuntu siqu yokuzethemba okuphansi noma ukuzenyanya futhi, (b) ukuphunyuka emizweni ephazamisayo noma ebulalayo. Lezi zingqikithi ezimbili zivela ku-9 yezimpendulo zomhlanganyeli we-14 (Guigliamo, 2006). Ngakho-ke, ucwaningo lwangaphambilini luxhasa umbono wokuthi ukuziphatha kwezocansi okungalawuleki kungenzeka, okungenani ngokwengxenye, njengomzamo wokwehlisa imizwelo ekhathazayo.  

Ukuxhumana phakathi komlutha wezocansi ne-ER kungahle kuthinteke ikakhulukazi kumasampula ahlanganisiwe. Abafundi basekolishi baphenduka izinguquko eziningi ezibalulekile futhi babhekana nezingcindezi eziningi phakathi neminyaka yasekolishi. Isibonelo, uHurst, uBaranik, noDaniel (2013) bahlola izindatshana zokufaneleka ze40 ezikhathazayo ezihlanganisiwe futhi bakhomba le mithombo evelele yokucindezelwa kwabafundi basekolishi: ukucindezelwa kobudlelwano, ukuntuleka kwezinsizakusebenza (imali, ukulala, isikhathi), okulindelwe, izifundiswa, ukushintshwa, izingcindezi zemvelo, nokwehlukahlukana, phakathi kwabanye.

Ngaphezu kokucindezelwa okuqondene nomongo, ukwanda kwezinkinga zezempilo yengqondo phakathi kwabafundi basekolishi kubhalwe kahle. Ocwaningweni lwabafundi abangaphezu kuka-14,000 basekolishi kumakhampasi ahlukene angama-26, abacwaningi bathole ukuthi ama-32% okungenani anenkinga eyodwa yempilo yengqondo (kufaka phakathi ukudana, ukukhathazeka, ukuzibulala, noma ukuzilimaza). Ngenxa yalokhu kuxineka nokukhathazeka ngempilo yengqondo, abacwaningi baphenye ubudlelwano phakathi kokuziphatha ngocansi okuphoqelela nemizwa yokuhlangana. Ocwaningweni lwabafundi besifazane basekolishi abangama-235, uCarvalho, uGuerro, uNves, noNobre (2015) bathole ukuthi ukuthinteka okungalungile (izimo ezingapheli zemizwa engemihle) nobunzima bokukhomba imizwelo kwabikezela kakhulu ukuphoqeleka ngokocansi phakathi kwabesifazane basekolishi. Lokhu okutholakele kusekela umbono wokuthi ukuqwashisa nokuqonda imizwa, ubukhulu obubalulekile be-ER (Gratz & Roemer, 2008), kungaba yinkinga ikakhulukazi kubafundi abanokulutha ngokocansi.  

Izingcindezi nezinkinga zempilo yezengqondo zabafundi basekolishi zingabenza babe sengozini enkulu ekuthuthukiseni umlutha wobulili njengendlela yokulawula imizwa ekhathazayo noma engathandeki. Impela, ukuziphatha kocansi okuphoqayo kungahle kubonise isu lomfundi we-ER elibaluleke kakhulu, linikeze ukuguquguquka okulinganiselwe nokukhululeka kwesikhashana. Kuze kube manje, kukhona ukunakwa okulinganiselwe ku-ER njengoba kuqondene nokuziphatha kwabafundi abasekolishi abaxuba abanye. Ngakho-ke, inhloso yalolu cwaningo bekuwukubheka ukuthi ngabe umehluko yini ebunzimeni be-ER ukhona phakathi kweqembu labafundi ebangeni lesitholampilo lokulutha ngokweqile kanye neqembu labafundi elisezingeni elingajwayelekile. Ngokuqondile, saqonda ukuthi ukwahluka ngokwezibalo ngobunzima be-ER kuzoba khona phakathi kwalawa maqembu womabili, abafundi abasemkhakheni wezempilo wokulutha ngokwezocansi ababonisa ubunzima obukhulu kunalabo abasebangeni lokungajwayelekile.

izindlela

Abahlanganyeli nezinqubo

            Ukuqashwa kwalolu cwaningo kwenzeke eyunivesithi enkulu yomphakathi eningizimu-ntshonalanga. Ngemuva kokuthola imvume yeBhodi Lezikhungo Zokubheka, sisebenzise isampula elula ukuxhumana nabaprofessor abangaphansi kweziqu abafuna imvume yokuphatha inhlolovo yethu ngezikhathi zomhlangano wekilasi. Sithole imvume yokuvakashela amakilasi we-12 undergraduate kusuka emikhakheni eyehlukene (ie, ubuciko, i-accounting, i-biology, yaseshashalazini, imfundo, ezenhlalo) futhi simeme bonke abafundi abaneziqu ze-18 ezineminyaka yobudala noma ngaphezulu ukuba babambe iqhaza kulolu cwaningo. Abafundi abakhethe ukubamba iqhaza babenethuba lokungena kumdwebo wekhadi lesipho esitolo sezitolo zasendaweni. Ukuqoqwa kwedatha kukhiqize abahlanganyeli be-360. Inqubo yokufaka yayihlanganisa ukubhaliswa kwamanje eyunivesithi kanye okungenani iminyaka engu-18. Ababambe iqhaza abangu-17 kabazange babike iminyaka yabo futhi basuswa. Ngaphezu kwalokho, amaphakethe okuhlola ayisithupha ayengaphelele futhi ngenxa yalokho ayafakwa ekuhlolweni okwengeziwe. Ngakho-ke, Isampula yokugcina yayiqukethe abahlanganyeli be-337.

Abahlanganyeli babike iminyaka emaphakathi ye-23.19 (SD = 5.04). Iningi lababambiqhaza abakhonjwe njengabesifazane (n = 200, 59.35%), nababambiqhaza be-135 (40.06%) abakhomba njengowesilisa, oyedwa obambe iqhaza (.3%) okhomba njenge-transgender, nomuntu oyedwa obambe iqhaza (.3%) ongaphenduli lento. Ngokuphathelene nobuzwe / ubuzwe, isampula lethu lalihlukile: I-11.57% ikhonjwe njenge-Eshiya (n = 39), 13.06% ekhonjwe njenge-African American / Black (n = 44), 17.21% ikhonjwe njengeLatino / Hispanic (n = 58), 5.64% ikhonjwe njengezinhlanga ezinhlobonhlobo (n = 19), 0.3% ekhonjwe njengeNative American (n = 1), 50.74% ikhonjwe njengoMhlophe (n = 171), kanye ne-1.48% ikhonjwe njengenye (n = 5). Abahlanganyeli baphinde bamelele izinkomba eziningi zocansi: I-2.1% ikhonjwe njengezitabane (n = 7), 0.9% ikhonjwe njenge-lesbian (n = 3), 4.7% ikhonjwe njenge-bisexual (n = 16), 0.6% ekhonjwe njengezinye, kanye ne-91.4% ikhonjwe njengobungqingili (n = 308). Iningi lababambe iqhaza lalingama-topclassman eyunivesithi yabo njengoba i-0.9% izichaza njenge-freshman (n = 3), 6.5% njenge-sophomores (n = 22), 30.9% njengejezi (n = 104), kanye ne-56.7% njengabadala (n = 191), nomuntu oyedwa obambe iqhaza (.3%) angaphenduli kule nto. Ababambe iqhaza abangamashumi amathathu nanhlanu (i-10.39%) baveze ukuthi banokuxilongwa kwempilo yengqondo, neqembu elikhulu lalaba ababambiqhaza labika uhlobo oluthile lokuphazamiseka kwemizwa (n = 27).

instrumentation

Iphakethe lenhlolovo beliqukethe uhlu lwemibuzo lwabantu kanye namathuluzi amabili wokuhlola afanelekile. Ababambiqhaza baphothule Ubunzima ku-Emotion Regulation Scale (DERS; Gratz & Roemer, 2004). Izinto ezingama-36 ze-DERS ziveza izinto eziyisithupha ze-ER: (a) Ukungamukelwa Kwezimpendulo Zomzwelo, noma ukuthambekela kokuthola ukusabela okungahambi kahle okungokomzwelo emizweni engathandeki, (b) Izinkinga Ezibandakanya Ukuziphatha Okuqondiswe Kwenhloso, ezichazwa njengobunzima bokugxila kanye nokufeza okufiswa imisebenzi lapho unemizwa engemihle, (c) Izinkinga Zokulawula Impulse, noma umzabalazo wokulawula izimpendulo zokuziphatha lapho uhlangabezana nemizwa engemihle, (d) Ukuntuleka kokuqwashisa okungokomzwelo, okuchazwa njengokungayinaki imizwa engemihle, (e) Ukufinyelela Okulinganiselwe Emizweni Amasu Okulawula, achazwa njengenkolelo yokuthi, uma ucindezelekile, kuncane okungenziwa ukubhekana ngokuphumelelayo nosizi, futhi (f) Ukuntuleka Kokucaca Ngokomzwelo, noma ukuthi umuntu wazi kangakanani futhi kucacile ngemizwa ubhekene naye (Gratz & Roemer, 2004). Ababambiqhaza babuke izinto ezihlobene ne-ER (isb. “Nginobunzima bokuqonda kahle imizwa yami,”) futhi ngikhombise imvamisa esikalini sohlobo lwe-Likert samaphoyinti ama-5 kusuka ku- “Almost Never, 0-10% wesikhathi” kuya ku- “Almost Njalo, 91-100% wesikhathi. ” Amanani aphezulu we-subscale akhombisa ubunzima obukhulu ku-ER. Abaphenyi basebenzise ngempumelelo i-DERS ngamasampula abantu ababhekene nokulutha kwezidakamizwa kanye nezinqubo (Fox, Hong & Sinha, 2008; Hormes, Kearns & Timko, 2014; Williams et al., 2012) ngezikolo ezibonisa ukuvumelana okuphezulu kwangaphakathi nokwakha ubuqiniso (Gratz & Roemer, 2004; Schreiber, Grant & Odlaug, 2012). Izikolo ezivela kokutholwayo kwe-DERS zazinamazinga we-alpha we-Cronbach (Henson, 2001) ngaphakathi kwesampula yamanje: Nonaccept (.91), Goals (.90), Impulse (.88), Aware (.81), Strategies (.90), Nokucaca (.82).  

Ekugcineni, sifake i-20-Core Core Subscale ye-Sexual Addiction Screening Test-Revised (SAST-R; I-Carnes, i-Green & Carnes, i-2010) ukuze sikwazi ukuhlukanisa phakathi kwamaqembu angaphansi kwemitholampilo kanye non-clinical ngaphakathi kwesampula sethu. I-SAST-R isetshenziselwa kabanzi ukubheka ukuluthwa kocansi kuzilungiselelo ezahlukahlukene futhi izikolo zayo zikhombise ukungaguquguquki kwangaphakathi okuphezulu nokusebenza okubandlululayo (UCarnes et al., 2010). ICore Subscale inendlela yokuphendula eyi-Yes / No dichotomous yokuhlola izici zokulutha ngokocansi okuvame ukwenzeka kubantu abahlukahlukene kubandakanya ukukhathazeka, ukwehluleka kokulawula, ukuphazamiseka kokuphazamiseka, nokuphazamiseka kobudlelwano (UCarnes et al., 2010). Into eyisampula ye-SAST-R Core Scale ithi, “Ngabe uyenzile imizamo yokuyeka uhlobo oluthile locansi kodwa wehluleka?” Isilinganiso esamukelekayo sokunqunywa komtholampilo se-SAST-R core subscale siyisithupha futhi sikhombisa isidingo sokuqhubeka nokuhlolwa kanye nokwelashwa okungenzeka kube khona ukulutha ngokocansi. Izikolo kusampula yamanje zibonise ukwethembeka kwangaphakathi okwamukelekayo nge-alpha yeCronbach ka- .81.  

Imiphumela

Ngaphambi kokuphenya imibuzo yocwaningo oluyinhloko, sahlaziya izindlela nokuphambuka okujwayelekile kokukhishwa ngakunye kwe-DERS phakathi kwabafundi abakuluhlu lwemitholampilo lokulutha ngokocansi kanye nalabo abasebangeni lokungajwayelekile (Ithebula 1). Ukuhlola i-homogeneity of variance, sisebenzise iBox's M isivivinyo. Lokhu kuhlolwa kwakubalulekile ngokwezibalo, kuphakamisa ukwephulwa okungenzeka kokucatshangwa kwesampula yethu yamanje. NjengamaBhokisi M test kuyazwela kokungajwayelekile, kepha-ke, ubukhulu bethu besampula obungalingani buhlanganiswe nenani elikhulu lokuguquguqukayo okuthembele kulo okungenzeka kube nomthelela kulo mphumela (IHuberty neLowman, 2000). Ngakho-ke, sihlolisise ngokubonakalayo ukuhluka / i-covariance matrices futhi saqinisekisa ukuthi iningi liwele ebangeni elisondele ngokufana okuningi kunokuhluka.

            Ukubhekana nombuzo wokuqala wokucwaninga, sisebenzise uhlaziyo oluchazayo lokubandlulula (i-DDA), isivivinyo se-multivariate esisetshenziswe kulokhu ukuze sinqume ukuthi iziphi izici ze-ER ezinegalelo ekuhlukaniseni la maqembu womabili, kuleli cala ngokungahambisani nokwelashwa (uSherry, 2006). I-DDA ingcono kuneMANOVA enendlela eyodwa ngoba ihlinzeka ngemininingwane ephathelene nokunikela okulinganayo kokuguquguqukayo ngakunye ekuchazeni umehluko weqembu ngaphakathi kwesimo se-multivariate, ngokungahambisani nama-ANOVA angathandeki ukulandela imiphumela ye-multivariate (Enders, 2003). Ngale ndlela, izinto eziguqukayo ku-DDA zihlanganiswe zaba zokwenziwa, okuxubile okuguquguqukayo okusetshenziselwa ukucwasa phakathi kwamaqembu. Esifundweni sethu, ukuhlaziya kwakufuna ukuthola ukuthi ngabe kukhona ukungafani okukhona phakathi kwabafundi abasemtholampilo wobubanzi bokulutha ngokocansi nalabo abasezingeni elingelona iqiniso ezinqolobaneni eziyisithupha ze-DERS.

Sisebenzise i-SAST-R cutoff score ukufaka abafundi ngezigaba njengezokwelapha noma ezingezona izidakamizwa zokulutha. Sihlukanise abafundi abathola amaphuzu ayisithupha noma ngaphezulu kwi-SAST-R Core Scale njengokwelashwa (n = 57, 16.9%) nalabo abathola amaphuzu angaphansi kwesithupha njengangewona awemitholampilo (n = 280, 83.1%). Ukwephula lokhu ngokobulili, i-17.8% yabesilisa kanye ne-15.5% yabesifazane kwisampula kudlule ukwedlula konke kwezokwelapha.

Ukuhlaziywa okuyinhloko okusebenzisa i-DDA kwakubalulekile ngokwezibalo, kukhombisa ukungafani kobulungu beqembu ekungafani okuthembekile kokuhlanganiswe ngokwenziwe okuvela kuzikhwama eziyisithupha (Ithebula 2). Ngokukhethekile, ukuvumelanisa okulinganiselwe okubhaliwe kwe-canonical kubonise ukuthi ubulungu beqembu babalwa nge-8.82% yokuhlukahluka kokuhlukahluka okuthembekile kwesixhumi. Sichaze lesi size somphumela (i-1- Wilks 'lambda = .088) njengoba sikhona kubanga eliphakathi sinikezwe uhlobo lwesampula nokuguquguquka okufundwe (cf. Cohen, 1988). Ngakho-ke, umehluko onengqondo ebunzimeni be-ER ubukhona phakathi kwabahlanganyeli kuloluhlu lokwelashwa kokuluthwa ngokweqile kanye nalabo abasezingeni elingelona iqiniso.

            Ngokulandelayo sihlole ama-coefficients womsebenzi ojwayelekile kanye nama-coefficients wesakhiwo ukuthola ukuthi umnikelo ngamunye we-DERS ukhokha umehluko phakathi kwamaqembu amabili. Ukuthola kwethu kwaveza ukuthi okungaqediwe, amaSu, amasu, kanye nezinhloso zama Goal yikhona okubhekele kakhulu umehluko phakathi kwala maqembu womabili (Ithebula 3). Ngokuqondile, izikolo ku-Unaccept subscale zibalwe nge-89.3% yokuhlukahluka okuchaziwe, izikolo ku-Strategies subscale zibalwe nge-59.4%, nezikolo ku-Goals subscale zibalwe nge-49.7%. Izinkampani ezingaphansi kweClityity ne Impulse zidlale izindima zesibili ekuchazeni umehluko weqembu, yize umehluko iClarity ekwazi ukuwuchaza ngomphumela ucishe wacolisiswa futhi wachazwa ezinye izilinganiso zokubikezela, njengoba kukhombisa isisindo sawo esiseduze se-beta nesakhiwo esikhulu . Ukuxhaswa kwe-Aware akuzange kudlale indima enkulu ekunikeleni umehluko weqembu. Ukuxilongwa kwama-centroids eqembu kuqinisekisile ukuthi iqembu lomtholampilo lalinezikolo eziphakeme ze-DERS (zibonisa ubunzima bemithetho yokulawula imizwa) kuneqembu elingajwayelekile. Zonke izinto ezakhiwe ngokuhlelekile zazinhle, okubonisa ukuthi labo abaseqenjini lomtholampilo babevame ukuba nobunzima be-ER obuphakeme kukho konke okukhokhwayo, ngisho nalezo ezingazange zifake sandla ekungafani kweqembu le-multivariate.   

Ngaphezu kwalokho, izindlela zeqembu nokuphambuka okujwayelekile kwacacisa ukuthi izikolo ezingasasebenzi, amaSu namaqhinga okukhishwa kweGoli zaziphezulu phakathi kweqembu lomtholampilo kuqhathaniswa neqembu elingelona iqiniso (bona iThebhu 1). Ngakho-ke, abafundi abakuluhlu lwemitholampilo lokulutha ngokweqile babike ukwamukelwa okuncane kwemizwelo, ubunzima obukhulu bokuzibandakanya ekuziphatheni okugxile emgomweni, kanye nokufinyelela okuncane kwamasu wokuqondisa imizwa kuqhathaniswa nezabafundi abasezingeni elingajwayelekile.

Ingxoxo

            Ukuthola ukuthi ababambiqhaza abangama-57 (16.9%) bathole amaphuzu ngaphezulu komnqumo womtholampilo ku-SAST-R kuyahambisana nokutholakele kwangaphambilini (UCashwell et al., 2015; UGiordano noCecil, 2014; Reid, 2010), okukhombisa ukuthi abafundi basekolishi bangaba ukwanda okuphezulu kokuziphatha okuluthayo ngokocansi kunabantu abaningi. Lokhu okutholakele kungenzeka kungenxa, okungenani ngokwengxenye, endaweni enengcindezi, isikhathi esiningi esingahlelekile, ukufinyelela kuyo yonke indawo ku-inthanethi, kanye nemvelo esekela isiko lokuxhuma (iBogle, 2008). Lokhu kutholwa akulindelekile, ngakho-ke, futhi kuyahambisana nempikiswano yokuthi ukulutha ngokocansi kuvame ukuvela ngesikhathi sokuthomba sekwedlule isikhathi nasebudaleni bokuqala (UGoodman, 2005). Okubonakala kuhlukile ngalesi sampula ukungabikho kokungafani kokuxhaphaka phakathi kwamadoda nabesifazane (i-17.8% ne-15.5%, ngokulandelana), kanti abacwaningi bangaphambilini (uCashwell et al., 2015) bathola ukuthi amadoda anezinga lokusabalala eliphakeme kakhulu lokulutha ngokocansi kunalokho abesifazane. Abaphenyi besikhathi esizayo kufanele babheke ngokucophelela izinsimbi ezahlukahlukene zokulinganisa ezisetshenziswa ngabaphenyi futhi baqhubeke nokuhlola futhi bacwenge lokho okwaziwayo ngamazinga okusabalala kwezidakamizwa ngokocansi phakathi kwamadoda nabesifazane basekolishi.

Ukuthola kwethu kusekele i-hypothesis yethu yokuthi abafundi bathole amaphuzu noma ngaphezulu kwesizinda sezempilo kwi-SAST-R Core Scale bazohlangabezana nobunzima obukhulu bokulawula imizwelo. Ngokuqondile, okukhishwe okuyi-DERS okuyisibalo esikhulu kwakubhekene kakhulu nokwehluka okubalulekile phakathi kwamaqembu, okuholele usayizi womphumela ophakathi nendawo. Ukuthola kwethu kwembula ukuthi abafundi beshaya uhla lwesitholampilo lwe-SAST-R bathola ubunzima obukhulu ukwamukela izimpendulo zabo ezingokomzwelo, ukuzibandakanya ekuziphatheni okuqondiswa emgomweni, kanye nokufinyelela amasu wokuqondisa imizwa. Iqiniso lokuthi abafundi abasezingeni lomtholampilo lobugqila bezocansi abanolwazi olwengeziwe lwe-ER basekela isiphakamiso sikaGoodman's (1993, 2001) sokuthi omunye wemisebenzi eyinhloko yokuluthwa ngokocansi ukulawula ukuthinteka okungekuhle. Ngakho-ke, labo abathola ubunzima bokulawula imizwa yabo engokomzwelo bangaba sengozini enkulu yokuzibandakanya ekuziphatheni kobulili njengendlela yokudambisa ukucindezeleka okuzayo. Ngokuhamba kwesikhathi, lokhu kungahle kuholele ekuziphatheni kocansi okuphoqayo futhi okuphuma kukho.

Ithiyori yasePolyvagal (Porges, 2001, 2003) ihlinzeka ngohlaka lomcabango obalulekile wesisekelo se-neurobiological somlutha futhi, okungenani ngxenye, ichaze lokhu okutholakele. Ngokusho kukaPorges, izimpendulo zokuziphatha (ezinjengokuziphatha umlutha kwezocansi) ziphuma emaqhinga avumelanayo anikezwe isistimu yezinzwa, futhi lezi zimpendulo zokuziphatha zixhunyaniswe ne-ER. Isibonelo, ukucindezelwa kuthinta amandla okulawula i-physiology kanye nezimo zokuziphatha zenhlalo, kuvame ukuholela ebangeni elithile lomkhawulo wokubonisa okungokomzwelo. Ngezikhathi zokuxineka okukhulu kakhulu, abantu abathile bavame ukusebenzisa izimpendulo zakudala eziguqukayo, njengokulwa, indiza, noma iqhwa (Porges, 2001). Imvamisa, ukuziphatha okuya ocansini okuluthayo kune- indiza noma umsebenzi wokugwema, ukusiza umuntu ukucindezela noma ukugwema imizwa abahlangabezana nayo njengokucindezela. Ngeshwa, noma kunjalo, zona kanye izindlela zokuziphatha eziletha ukukhululeka kwesikhashana ekucindezelekeni ngokomzwelo zibanga ukwanda kokucindezeleka ngokomzwelo nokukhathazeka komzimba (IGratz & Roemer, 2004), okufaka isandla kumjikelezo wokulutha.

         Ukuhlolwa kokukhokhelwa okubaluleke kakhulu okufaka isandla ekungafani kweqembu esifundweni sethu samanje (ie, okungamukeleki, amasu, nezinjongo), kunikeza ukuqonda ngenqubo ye-ER yalabo abasezingeni lomtholampilo wokulutha ngokocansi. Noma kungenzeki ukuthola iziphetho eziqinile ngokulandelana kwezinyathelo, kubonakala kunengqondo okungenani ukuthi ukuzibandakanya ekuziphatheni okuqondiswe emgomweni kanye nokufinyelela amasu we-ER kubekwa ekwamukeleni komuntu izimpendulo zakhe ezingokomzwelo. Okusho ukuthi, amandla okulawula imizwa (Strategies subscale) futhi azibandakanye ekuziphatheni okuqondiswa emgomweni (Okubhaliselwe imigomo) kuthinteka lapho umuntu egcizelela noma evikela ukucindezelwa okungokomzwelo (okungaxhunyiwe ku-Subaccale). Ngakho-ke, isici sokungamukeleki kwe-ER sibukeka sibaluleke kakhulu ngomqondo, futhi sineqhaza ebunyeni bokuhluka okuchaziwe. Izinto eziku subscale ye-Unaccept zibonisa ukuthi abantu abenqaba imizwa yabo emibi bathambekele ekuthini bazizwe bethintekile ngokomzwelo ekucindezelekeni kwabo okungokomoya, okubandakanya ukuzizwa unecala, amahloni, amahloni, intukuthelo ngokwakho, ukuzithukuthelela, noma ukuzizwa ubuthakathaka. Kungenzeka-ke ukuthi enye yezingqinamba zokuthola usizo ekusebenzeni kwamakhasimende anokuziphatha kocansi okuluthayo ukwenza lula ukuphendula okubonisa uzwela ekucindezelekeni okungokomoya. Imiphumela yalolu cwaningo ikhombisa ukuthi labo abanokuziphatha okuthe xaxa kwezocansi bavame ukuzigxeka lapho bebhekene nengcindezi engokomzwelo futhi, ngenxa yalokho, kungenzeka bathambekele ekusebenzeni ukwenqaba noma ukunciphisa ukucindezeleka okungokomzwelo kokuqala ukugwema ukusabela okungokomzwelo kwesibili, ukuvimbela amandla abo khetha amasu wokulawula imizwa anempilo futhi uzibandakanye ekuziphatheni okuqondiswa inhloso.

         UPorges (2001) uphakamise ukuthi ukungenelela kokwelapha kusetshenziselwe ukudala amazwe azolile futhi kusebenze ukulawulwa kwe-neural kwe-brainstem, okungasiza ukukhuthaza ukulawulwa kohlelo lokuzibandakanya komphakathi. Kungaphezu kwaleli phepha ukuhlola ngokuphelele izindlela namasu okwenza lokhu, kepha indawo yokuqala yabelaphi kungaba yimikhuba esekeleni (Gordon, & Griffiths, 2014; Roemer, Williston, & Rollins, 2015; Vallejo & Amaro , 2009). Isibonelo, uRoemer et al. (I-2015) ithole ukuthi umkhuba wokucabanga uhambelana nokuncipha kokuqina kokucindezeleka nokuzicubungula okungalungile, futhi kukhulisa ikhono lomuntu lokuzibandakanya ekuziphatheni okuqondiswe kumgomo. Ngokufanayo, uMenezes and Bizarro (2015) bathole ukuthi ukuzindla okugxile kwaba nomthelela omuhle ekwamukelweni kwemizwa engemihle. Amasu wokungenelela angeziwe angagxila ekuzweleni kwakho (Neff, 2015), nasezindleleni ezithathwe ku-Acceptance and Commitment Therapy (ACT) ukukhuthaza ukwamukelwa, ukuphambuka kwengqondo, nokwazisa okwamanje (Hayes, Luoma, Bond, Masuda, & Lillis, 2006 ), konke okungaxhasa ukulawulwa kwemizwa.

         Ngakho-ke, inhloso yokusebenzisa amasu asuselwa ekuqondeni ingqondo ukuhlinzeka ezinye izindlela zezempilo zokulawula imizwa. Uma sibheka ingcindezi kanye nokugula kwengqondo okutholwe abafundi abaningi basekolishi, ubunzima besimo sokulawula imizwa akumangazi. Ukungenelela okufanelekile nokusebenzayo kokulungisa lobu bunzima kungahle kube nokuhlinzeka ngezindlela ezinempilo zokulawula ukuthinteka okungalungile (njengezindlela zokucabanga), ngaleyo ndlela kunciphise ukuthembela kwabafundi ezenzweni zocansi ngezinjongo ze-ER. Ngoba ukwakheka kwalolu cwaningo lwamanje bekungokwesigaba esisodwa, ukungenelela okungeziwe kanye nocwaningo olude kuthathwa ngokufanelekile ukuqhubeka nokukhipha umphumela ongaba khona we-ER ekuziphatheni okubi ngokobulili nokusebenza kwamasu athile wokungenelela.

Ukulinganiselwa

         Okutholakele njengamanje kufanele kuhlolwe kungakapheli umkhawulo wemikhawulo yokufunda. Yonke imininingwane yayiqoqiwe kusuka kumagumbi okufundela angajwayelekile eyunivesithi eyodwa yomphakathi. Yize ababambiqhaza bethathwe ezifundweni ezahlukahlukene zezifundo, akwaziwa ukuthi le miphumela ihlangana kanjani kwezinye izindawo noma izinhlobo zemayunivesithi. Ngaphezu kwalokho, ukubamba iqhaza bekungokuzithandela futhi akwaziwa ukuthi ababambe iqhaza abakhethe ukubamba iqhaza kungenzeka bahluke kanjani ngokuhlelekile kulabo abenqabile. Ngaphezu kwalokho, yonke imininingwane iqoqwe nge-self-report, okungenzeka ukuthi kuholele abanye ababambiqhaza ekubikeni okungaziphathi ngokuziphatha kocansi ku-SAST-R noma ukunciphisa ukucekeka okungokomzwelo kuma-DERS. Okokugcina, yize ubulungu beqembu bunikeze ukuqonda okubalulekile mayelana nobunzima emthethweni wokulawula imizwelo, ukungafani okuningi kusachazwa.

Isiphetho

         Imiphumela yalolu cwaningo igcizelela ukubaluleka kokuhlola nokwelapha i-ER phakathi kwabafundi basekolishi abahlangabezana nokuziphatha okubi kocansi. Ngenkathi ucwaningo oluthe xaxa ludingeka ukwenza kucace bha ukuxhumana, abezempilo yezengqondo abasebenza ngokuziphatha okuthe xaxa kwezocansi kuzosetshenziswa kahle ukuhlola izinqubo namasu we-ER phakathi kwamakhasimende alwa nokuziphatha kocansi okuluthayo, kanye nokungenelela okuthe xaxa ukusiza abafundi ukulawula ukucindezeleka okungokomzwelo empilweni izindlela futhi zakhe amasu aqondiswe emgomeni wokubhekana nengcindezi yempilo yasekolishi.

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Ithebula 1

Izindlela ezi-Subersale ze-DERS kanye nokuphambuka okujwayelekile

Inothi. I-Clinical SA Group: n = 57; Iqembu Elingelona I-Clinical SA: n = 280

Ithebula 2

Ithebula 3

Ama coefficients aSebenzayo Obandlululayo kanye Nezakhiwo Zokusebenza