个体因为担心错过或失去什么而产生的焦虑情绪即是错失焦虑，在线下或线上情境均可发生。在日常生活和社交中经常使用移动社交媒体应用的高校学生群体是错失焦虑的易感人群。刚刚进入成年早期的高校学生群体所面临的外部环境不断变化，学业、就业压力较大，而近年来大学生群体的焦虑检出率也确实在上升。错失焦虑不仅影响情绪健康、睡眠质量，也可导致幸福感和自尊降低、或引起问题性电子产品使用行为。

虽然错失焦虑对个体的生理、心理、行为方面均有影响，但目前对错失焦虑生成机制的实验室研究，和症状的干预研究均较少。因此本研究采用个案研究法，使用短程认知行为疗法，结合I-PACE（Interaction of Person-Affect-Cognition-Execution）模型对于高校在校生的错失焦虑水平进行非严格手册化的个体心理干预。

本研究依托北京师范大学心理学部心理健康服务中心招募了年满18周岁的在校大学生（包含硕士、博士研究生）来访者若干名，综合考虑来访者错失焦虑症状的典型性与咨询完成度，选择1位来访进行最终的个案呈现。咨询师与这位来访者共进行了8次心理咨询，分为初评、认知修正、结案三个阶段。在咨询过程中，咨询师使用了认知三角、思维情绪记录表、箭头向下等认知行为疗法的典型技术进行干预，也适时使用即时化技术与来访讨论咨访之间发生的人际互动和咨访关系。本研究使用《错失焦虑量表中文修订版》、《移动社交媒体用户错失焦虑量表》、《一般自我效能感量表》作为评价咨询效果的测量工具，在第1次咨询前、第8次咨询后以及咨询结束8周后进行施测；并在咨询结束8周后对来访进行了半结构化访谈，以了解来访对咨询效果的主观感知。

研究结果显示来访者的错失焦虑水平和一般自我效能感在咨询结束后均有明显改善；咨询结束8周后，错失焦虑水平进一步下降，一般自我效能感维持在同一水平。尽管咨询过程中出现了干预计划的调整，但并未显著影响咨询进程与咨询效果。本研究过程是短程认知行为疗法干预高校在校生个体错失焦虑的一次成功尝试，对未来的高校临床实践提供了思路；但受限于个案研究法的局限性，短程认知行为疗法在干预错失焦虑方面的有效性需要以准实验等其他研究方法进一步验证。

The anxiety that individuals experience due to losing touch with someone or something is known as the Fear-of-Missing-Out (FoMO), and it can occur in both offline and online contexts. College students who frequently use mobile social media applications for their daily life and social interactions are particularly susceptible to FoMO. The external environment faced by college students in their early adulthood is constantly changing, and they often face significant academic and job-related pressures. Moreover, the detection rate of anxiety among college students has been increasing in recent years. FoMO not only affects emotional health and sleep quality but can also lead to reduced happiness and self-esteem or problematic electronic devices use.

Although FoMO has significant physiological, psychological, and behavioral impacts on individuals, there is currently limited laboratory studies on the mechanisms underlying FoMO generation and interventions for its symptoms. Therefore, this study utilized a case study approach and employed short-term cognitive-behavioral therapy (CBT) in combination with the Interaction of Person-Affect-Cognition-Execution (I-PACE) model to provide a non-strictly manualized individual psychological intervention for FoMO levels in college students.

This study recruited several adult volunteer clients who were college/graduate school students through the Psychological Health Service Center of the School of Psychology at Beijing Normal University. Based on their typical FoMO symptoms and counseling completion rates, one volunteer client was selected for the final case presentation. The counselor conducted 8 counseling sessions with the client, whole process being divided into 3 stages: initial assessment phase, cognitive correction phase, and termination phase. During the counseling process, the counselor employed typical CBT techniques such as cognitive triangle, thought record, and downward arrow technique to intervene. The counselor also close monitored interpersonal process and discussed the interpersonal interaction and therapeutical relationship when necessary and appropriate. This study utilized the Revised Chinese FoMO Scale, Mobile Social Media User FoMO Scale, and General Self-Efficacy Scale as measurement tools to assess client’s status before the 1st counseling session, after the 8th counseling session, and 8 weeks after counseling termination. Additionally, a semi-structured interview was conducted with the client 8 weeks after counseling termination to understand her subjective perception of counseling effectiveness.

The study results indicated a significant improvement in the clinet's FoMO level and general self-efficacy after the counseling sessions ended. Moreover, the FoMO anxiety level continued to decrease 8 weeks after counseling termination, while general self-efficacy remained at the same level. Despite the need to adjust the intervention plan during counseling, it did not significantly affect the counseling process and outcomes. This study is a successful attempt at utilizing short-term cognitive-behavioral therapy to intervene in individual FoMO among college students, providing ideas for future clinical practices in universities. However, due to the limitations of the case study approach, the effectiveness of short-term CBT in intervening FoMO requires further verification through quasi-experiments or other research methods.