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目的:探讨认知行为取向团体心理治疗对网络成瘾中学生应对方式、时间管理及家庭功能的影响，为网络成瘾心理治疗体系提供理论依据。方法:依据网络成瘾量表(internet addiction test，IAT)评分筛选70名网络成瘾中学生，按随机数字表法分为对照组、试验组。对照组仅给予常规心理及药物治疗，试验组在对照组治疗基础上参加认知行为取向团体心理治疗，对照组32人，试验组33人完成治疗。治疗前后分别以IAT、简易应对方式问卷(coping simplified style questionnaire，SCSQ)、青少年时间管理倾向量表(adolescent time management disposition scale，ATMD)、家庭功能评定量表(family assessment device scale，FAD)对两组中学生评估。结果:治疗前两组网络成瘾中学生各量表评分差异无统计学意义(均n P>0.05)；试验组干预后在积极应对[(1.89±0.51)分]、消极应对[(1.55±0.51)分]、时间监控感[(58.39±12.10)分]、时间价值[(26.64±4.48)分]、时间效能[(30.42±5.18)分]及家庭功能中沟通[(18.85±2.40)分]、角色[(24.18±3.77)分]、行为控制[(18.82±2.57)分]、总的功能[(24.79±3.90)分]方面与对照组[分别为(1.62±0.44)分、(1.84±0.55)分、(52.09±11.72)分、(19.34±3.96)分、(21.91±6.13)分、(21.16±2.63)分、(26.09±3.75)分、(20.59±2.54)分、(28.69±3.68)分]及干预前[分别为(1.46±0.48)分、(1.97±0.56)分、(48.73±13.46)分、(18.27±4.84)分、(20.00±5.79)分、(21.76±2.72)分、(26.58±3.86)分、(19.76±2.96)分、(29.27±4.76)分]相比差异有统计学意义(均n P<0.05)，试验组干预后FAD中解决问题[(12.67±2.50)分]、情感反应[(14.03±3.73)分]评分与干预前[(14.15±2.83)分、(14.61±3.66)分]相比差异有统计学意义(均n P<0.05)；对照组SCSQ各分项、ATMD各分项治疗前后差异有统计学意义(均n P0.05). After the intervention of the experimental group, the differences in the positive response (1.89±0.51), negative response (1.55±0.51), time monitoring (58.39±12.10), time value (26.64±4.48), time efficacy (30.42±5.18), and roles(18.85±2.40), communication(24.18±3.77), behavior control (18.82±2.57) and general functioning(24.79±3.90) of FAD were statistically significant compared with the control group (1.62±0.44), (1.84±0.55), (52.09±11.72), (19.34±3.96), (21.91±6.13), (21.16±2.63), (26.09±3.75), (20.59±2.54), (28.69±3.68) and the pre-intervention period (1.46±0.48), (1.97±0.56), (48.73±13.46), (18.27±4.84), (20.00±5.79), (21.76±2.72), (26.58±3.86), (19.76±2.96), (29.27±4.76) (alln P<0.05). There were significant differences in problem-solving (12.67±2.50) and affective responsiveness (14.03±3.73) scores of the FAD between the experimental group and the pre-intervention group (14.15±2.83), (14.61±3.66) (alln P<0.05). There were significant differences in SCSQ and ATMD before and after treatment in the control group (alln P<0.05).n Conclusion:Cognitive behavior orientation group psychotherapy can optimize the coping style, ameliorate their time management ability and significantly improve the role, communication, behavior control and overall function of family function of middle school students with internet addiction.