学习拖延是一种包含认知、情感和行为成分的复杂心理现象，是个体非理性地拖延学习任务并由此产生心理上的不适感，出现消极的行为表现。学习拖延的现象在学术领域较为常见，在中国，40%以上大学生存在学业拖延的困扰（Han, 2008）。认知行为疗法是被较多实证研究证实干预学习拖延行为的有效疗法（Toker & Avci, 2015），本文则将CBT作为理论模型，将五阶段改变法作为过程指导框架，介绍单个个案的认知行为治疗过程。 本文首先对学习拖延的界定、国内外的研究和相关因素方面进行了文献综述，在认知行为治疗干预学习拖延的模型上进行设计，针对一例存在学习拖延的高校学生进行了10次的个体咨询。Knaus博士以CBT为理论框架，提出从认知、情绪和行为层面改善拖延的三管齐下方法，并介绍了拖延的五阶段改变模型，本文以CBT为指导方法，在此工作流程下设计干预方案，将咨询整合为四个阶段，第一阶段（1-2次）为觉察阶段，主要进行信息收集和建立关系阶段；第二阶段（3-5次）为觉察和行动阶段，该阶段探索拖延行为的成因并进行个案概念化，制定合理的任务规划；第三阶段（6-8次）为行动、调节和接纳阶段，应对行动中的困难并做出调整，修正来访者的完美主义维持机制和挑战其中间信念；第四阶段（9-10次）为接纳和自我实现阶段，该阶段来访者能够允许自己是不完美的，获得新的适应性信念。咨询评估主要采用前测和后测的方式，利用焦虑自评量表（SAS）和大学生学业拖延量表（PASS）对来访者的学业拖延程度和焦虑水平进行监测，利用青少年时间管理倾向量表（ATMD）测定来访者的时间管理能力。咨询结束时，来访者的学业拖延程度、焦虑水平均有所下降，时间管理能力有所提升。针对该个案，可以发现认知行为疗法在干预学习拖延上是切实有效的。 当前对于学习拖延的干预多以团体的形式为主且缺少具体的干预流程，本人旨在通过该个案为目前干预学习拖延的研究提供一个不同的视角，并以此探索CBT在干预中国大学生学习拖延问题上的文化适应性，希望对于学习拖延的个案研究能够有所帮助，同时对于该个案的研究也鼓励笔者在以后的工作中对于拖延的问题进行更多的理论探索和专业训练。

Academic procrastination is a complex psychological phenomenon that involves cognitive, emotional and behavioral components. It is an individual's irrational procrastination of learning tasks, resulting in psychological discomfort and negative behavior. Academic procrastination are more common in the academic field. In China, more than 40% of college students suffer from academic procrastination (Han, 2008). Cognitive behavioral therapy (CBT) is an effective therapy that has been confirmed by more empirical studies to intervene in academic procrastination (Toker & Avci, 2015). Based on the model of CBT intervention and the five-phase change process, this article introduces the cognitive behavioral therapy process of a single case. Firstly, the definition of academic procrastination, domestic and foreign research and related causes were reviewed. It designs on the model of cognitive behavioral therapy, and conducts 10 individual consultations for a graduate student with academic procrastination. In this article, the five-phase change process proposed by Dr. Knaus is taken as the intervention framework, and appropriate adjustments are made according to the case conceptualization and individual characteristics. The whole consultation can be divided into four stages. The first stage (1-2 times) is the stage of information collection and relationship building; the second stage (3-5 times) is the exploration and action stage, which initially explores the causes of procrastination and develop a reasonable task planning; the third stage (6-8 times) is the main stage of action and acceptance, correcting the perfectionist maintenance mechanism and challenges the irrational beliefs; the fourth stage (9-10 times) is the end of the consultation process, which mainly reviews the entire consulting process. Moreover, client at this stage can allow herself to be imperfect and gain new adaptive beliefs. The consultation evaluation mainly uses pre-test and post-test methods. The Self-rating Anxiety Scale (SAS) and Procrastination Assessment Scale-Student (PASS) are used to monitor the degree of academic procrastination and anxiety of the client. In addition, Adolescence Time Management Disposition Scale (ATMD) is used for measuring the time management ability of client. At the end of the consultation, the degree of academic procrastination, anxiety level and time management ability were all decreased. In this case, cognitive behavioral therapy can be found to be effective in intervening with academic procrastination. The current interventions for academic procrastination are mostly in the form of groups and lack specific intervention processes. Therefore, I intend to provide a different perspective for the current intervention study of academic procrastination. At the same time, the study of this case also encourages me to learn more theoretical knowledge and practice more.