本文首先对嫉妒心的定义、成因、理论解释、危害性、干预方法和认知行为疗法做出文献综述。接下来制定干预计划，招募志愿来访者。干预总共进行了13次，共分为四个阶段。咨询前期（1-3次）：建立咨访关系，收集信息，完善个案概念化，制定咨询计划，引入认知行为疗法。咨询中期（4-6次）：识别嫉妒心出现时的自动思维，修正产生嫉妒心的歪曲认知，提升自我效能感，改善人际关系。咨询后期（7-10次）：修正来访者的 “我不值得被爱”的核心信念（嫉妒心产生的根源），促进和父母关系的改善。跟踪回访期（11-13次）：巩固干预效果，评估嫉妒水平和情绪状态，跟进人际关系的状况，讨论如何识别复发的征兆及应对措施，处理分离焦虑，对接下来的生活和学习做出规划。重点使用的干预技术有：苏格拉底式提问，心理教育，行为实验，角色扮演等，重点用到的辅助工具有：自动思维记录表，思维改变记录表，中间信念记录表，安全计划表，咨询效果访谈提纲等。 在干预结束后，来访者在Bringle自我报告嫉妒量表上的分数从71分下降到30分；在抑郁-焦虑-压力量表（DASS-21）中的分数显示，抑郁水平由轻度变为正常，焦虑水平由轻度变为正常，压力水平由中度变为正常；RSES自尊量表也显示来访者自我效能感有了大幅度提升，分数由23分变成了在30-35分的区间浮动。来访者的反馈也显示，其目前嫉妒水平有了明显下降，在人际关系中包容性更强，在学业上对自我的高要求有所降低，焦虑、抑郁、愤怒、失落等负性情绪明显减少，躯体不良反应消失，自我效能感有了大幅的提升。本研究的干预结果再次验证了使用认知行为疗法对嫉妒心进行干预的良好效果。

This paper first clarifies the definition of jealousy, focuses on distinguishing it from envy, and then makes a literature review on the causes, theoretical explanations and intervention methods of deafness, focusing on the cognitive phenomenological theory from a cognitive perspective. Based on the theoretical explanations made by the heart, the cognitive behavioral therapy was selected as the intervention method and the effect of cognitive behavioral therapy intervention was made. Explain in detail. Next, an intervention plan will be developed to recruit volunteer visitors, and each visitor will be strictly screened for three rounds to determine the intervention target. The intervention was carried out 13 times in total for 18 weeks. It was divided into four stages. The consultation period (1-3 times) established a good consultation relationship, comprehensively collected information, improved case conceptualization, discussed problem lists, and formulated consulting plans. Introduce cognitive behavioral therapy. The mid-term consultation (4-6 times) identifies the automatic thinking when emotions appear, corrects the distorted cognition and intermediate beliefs that generate jealousy, enhances self-efficacy, and promotes the improvement of interpersonal relationships. The late consultation (7-10 times) revised the visitor's sense of abandonment and the core belief of "I don't deserve to be loved" (the root cause of my heart), reshaped the core beliefs, and promoted the improvement of parental relationships. Track the return visit period (11-13 times) to consolidate the intervention effect; assess the visitor's embarrassing level and emotional state; follow up the interpersonal relationship status; discuss how to identify the signs and countermeasures of recurrence; deal with separation anxiety; for the next life and study Make a plan. The intervention techniques that were used during the intervention were: Socratic questions, psychological education, behavioral experiments, role-playing, etc. The key tools used were: automatic thinking records, thinking change records, intermediate belief records, Safety plan form, consultation effect interview outline, etc. At the end of the intervention, the score of the visitor on the Bringle self-reported scale decreased from 71 to 30; the score in the Depression-Anxiety-Pressure Scale (DASS-21) showed that the level of depression changed from mild to mild Normal, the level of anxiety changed from mild to normal, and the level of stress changed from moderate to normal. The RSES self-esteem scale also showed that the self-efficacy of visitors increased significantly, and the score changed from 23 points to 30-35 points. float. The feedback from the visitors also showed that the current level of embarrassment has dropped significantly, the inclusiveness is stronger in interpersonal relationships, the high demands on self in academics are reduced, and negative emotions such as anxiety, depression, anger, and loss are significantly reduced. The physical adverse reactions disappeared and the self-efficacy has been greatly improved. Again validated the use of cognitive behavioral therapy to intervene in psychology.