抑郁症状在我国大学生群体中十分普遍，其典型特征包括积极情感的丧失、睡眠和饮食困扰、无价值感、注意力不集中等。大学生的抑郁症状可能对他们的学业、社交、身体等各方面产生不良影响，因此有效干预大学生抑郁症状十分必要。以往研究中，干预抑郁症状的心理疗法很多，得到较多实证支持和广泛应用的包括认知行为疗法和人际关系疗法，但二者在适用性上都存在一定的局限性。叙事疗法作为一种后现代心理疗法，能够有效地补充传统心理疗法的不足。叙事疗法的核心原则是通过改善来访者的自我认同而缓解其抑郁症状。不过，目前使用叙事疗法干预大学生抑郁症状的研究仍有不足，因此本研究试图探索叙事疗法干预大学生抑郁症状的有效性。

本研究采用个案研究的方法，使用叙事疗法与三名来访者分别完成10-11次的个体咨询。三名来访者主诉为人际关系、家庭关系、对自我的认识以及学业压力等方面，均存在中等程度的抑郁症状，包括情绪持续低落、对事物兴趣减退、睡眠和食欲不佳、无价值感、注意力不集中等。上述问题对三名来访者的学业、生活和人际交往均造成一定程度的困扰。干预计划由三个阶段组成，分别为初始阶段（1-3次）、 中间阶段（4-7次）、结束阶段（8-10次）。初始阶段的主要目标是收集个案基本信息，倾听来访者的问题故事，引出负性的自我认同。中间阶段的主要目标是与来访者共同改写主流叙事，发掘支线故事，提高自我认同。结束阶段的主要目标是巩固自我认同，处理分离。本研究分别使用贝克抑郁量表第二版（BDI-II）、自我认同感量表（SIS）对研究效果进行测量，测量时间包括第一次咨询前、第5次咨询后、咨询全部结束后，并在咨询结束一个月后收取追踪数据。

经过10-11次个体咨询，三位来访者的自我认同均有了明显的提高，抑郁症状均从中度抑郁症状降低为无抑郁症状，抑郁症状得到有效缓解。因此，本研究表明叙事疗法可以有效改善大学生的自我认同，缓解大学生的抑郁症状，提高其心理健康水平。

Depressive symptoms are very common among college students in China, and their typical features include loss of positive emotions, sleep and eating disorders, worthlessness, and lack of concentration. College students' depressive symptoms may have adverse effects on their academic, social, physical and other aspects, so it is necessary to effectively intervene in college students' depressive symptoms. In previous studies, there have been many psychological therapies to intervene in depressive symptoms, including cognitive behavioral therapy and interpersonal therapy, which have received more empirical support and are widely used, but both have certain limitations in applicability. As a postmodern psychotherapy, narrative therapy can effectively supplement the shortcomings of traditional psychotherapy. The core principle of narrative therapy is to alleviate the client's depressive symptoms by improving their self-identity. However, the studies on the use of narrative therapy to intervene in depressive symptoms in college students is still insufficient, so this study attempts to explore the effectiveness of narrative therapy in the intervention of depressive symptoms in college students.

This study used a case-study approach, using narrative therapy to complete 10-11 individual consultations with three clients. The three clients complained of moderate depressive symptoms in interpersonal relationships, family relationships, self-awareness, and academic stress, including persistent low mood, decreased interest in things, poor sleep and appetite, worthlessness, and poor concentration. The above problems caused a certain degree of distress to the three clients' studies, lives and interpersonal interactions. The intervention plan consists of three phases: the initial phase (1-3 sessions), the intermediate phase (4-7 sessions), and the end phase (8-10 sessions). The main goal of the initial stage is to gather basic information about the case, listen to the client's problem story, and elicit negative self-identity. The main goal of the intermediate stage is to rewrite the mainstream narrative with the client, uncover side stories, and improve self-identity. The main goal of the end phase is to consolidate self-identity and deal with separation. The effects of the study were measured using the Beck Depression Scale 2nd Edition (BDI-II) and the Self-Identity Scale (SIS), respectively, before the first consultation, after the 5th consultation, after all counseling, and follow-up data were collected one month after the end of the consultation.

After 10-11 individual consultations, the self-identity of the three clients was significantly improved, and the depressive symptoms were reduced from moderate depressive symptoms to no depressive symptoms, and the depressive symptoms were effectively alleviated. Therefore, this study shows that narrative therapy can effectively improve college students' self-identity, alleviate their depressive symptoms, and improve their mental health.