Liu, Z., Bai, X., Zhang, Y., Wu, M., Liu, Y., Zhu, Z., Li, M., & Li, X. (2021). Psychological flexibility training for career adaptability improvement among second-year middle-school students. Chinese Journal of School Health, 42(3), 399-403. https://doi.org/10.16835/j.cnki.1000-9817.2021.03.020
Objective: To examine the effects of a psychological training program based on the Acceptance and Commitment Therapy (ACC) model of adolescent psychological flexibility (DNA-V) on psychological flexibility and career adaptability among middle school students, and to provide a reference for serving middle school students' mental health. Methods: In collaboration with a middle school in Beijing, 110 eighth-grade students were recruited and randomly divided into a DNA-V face-to-face group (offline group, 33 students), a DNA-V online group (online group, 40 students), and a conventional school psychology group (control group, 37 students). The DNA-V intervention program was adapted into a six-hour middle school DNA-V psychology course. Changes in participants' psychological flexibility and career adaptability were assessed using the Adolescent Avoidance and Integration Questionnaire and the Career Adaptability Scale before, one week after, and two months after the intervention. Results: Using a linear mixed model, after controlling for demographic variables, the offline group showed significantly higher levels of psychological flexibility and career adaptability 1 week and 2 months after the intervention (t-values of 4.22 and 3.11 for psychological flexibility, and 3.05 and 4.16 for career adaptability, respectively; both P < 0.01). However, no significant differences were observed between 1 week and 2 months after the intervention. There were no significant differences in psychological flexibility and career adaptability between the online group and the pre-intervention, 1 week, and 2 months after the intervention. In the control group, psychological flexibility and career adaptability increased from pre-intervention to 1 week after the intervention (t-values of 4.64 and 2.47, respectively; both P < 0.05), but declined to levels close to pre-intervention levels 2 months after the intervention. Conclusion: The DNA-V face-to-face psychology course has a long-term maintenance effect on both psychological flexibility and career adaptability, lasting at least 2 months.