大学二年级，作为大学生活的关键转折期，相较于其他年级，学生们面临着更为复杂的挑战。研究表明大二学子对自我与环境的满意度更低，他们更易感到低落和孤独，学业适应更加困难，人际关系更为错综复杂，校园生活的参与度更低。与我国高校学生学校适应不良的平均检出率相比，大二学生的适应问题显得更为突出。而学校适应不良，往往会引发学生的焦虑、抑郁等负面情绪，甚至会导致逃课、休学、退学等严重后果。因此，需要增加对大二学生学校适应的关注和扶持，帮助他们顺利度过这一关键时期。
本研究采用个案研究法，聚焦大二学生群体，针对学校适应不良的议题，探索认知行为疗法干预大二学生学校适应不良的有效性。本研究共计进行12次个体心理咨询，可分为咨询初期阶段(1-3次)、咨询中期阶段(4-11次)及结束阶段(12次)。咨询过程中，咨询师充分利用认知行为干预技术与来访者的自动思维、中间信念及核心信念进行工作，协助来访者进行认知重建，并且采用行为演练、行为实验等方法强化和巩固来访者的新信念。
本研究综合运用定量与定性两种研究方法对干预效果进行评估。在量化研究方面，使用中国大学生适应量表、贝克抑郁量表中文版第二版、贝克焦虑量表以及自动思维问卷对来访者的学校适应水平、情绪变化以及认知改变等进行监测。数据结果显示，咨询结束后来访者中国大学生适应量表得分由低于全国常模分数一个标准差的142分提高至高于全国常模分数一个标准差的208分；自动思维问卷得分由66分降低至49分，表明来访者负性自动思维出现的频次逐渐降低；贝克焦虑量表得分由轻度焦虑状态的13分降低至极轻微焦虑状态的4分；贝克抑郁量表得分由轻度抑郁状态的15分降低至极轻微抑郁状态的4分。半结构化访谈的结果显示，来访者在自我效能感、心理韧性以及自我控制能力等方面均有显著提升，面对挫折事件可以采用积极的应对方式，问题解决能力大幅增强，社会支持系统逐步丰富。
本研究结果表明，认知行为疗法对大二学生学校适应不良的干预有效且可行。咨询师采用认知行为疗法干预技术协助来访者适应了大学生活，有效缓解了由学校适应不良引起的焦虑、抑郁情绪。同时，本研究的干预方案为后续相关研究提供实践经验和参考依据。

In the second year of college, as a critical turning point in college life, students face more complex challenges. Compared with other grades, sophomores have lower satisfaction with themselves and the environment, are more likely to feel low and lonely, have more difficulty adapting academically, and have more complex interpersonal relationships. These factors together lead to relatively low participation of sophomore students in campus life. Compared with the average detection rate of maladjustment in Chinese universities, the adaptation difficulties of sophomore students are more prominent. Maladjustment in school often triggers negative emotions such as anxiety and depression, and can even lead to serious consequences such as truancy, suspension, and withdrawal. Therefore, it is necessary to increase attention and support for the mental health and academic life of sophomore students to help them smoothly get through this critical period.
This study uses a case study method to focus on the group of sophomore students, exploring the effectiveness of Cognitive Behavioral Therapy in intervening in the school maladjustment of sophomore students. A total of 12 individual counseling sessions were conducted in this study, which can be divided into the initial stage of counseling(1-3 sessions), the middle stage of counseling(4-11 sessions), and the end stage(12 sessions). During the counseling process, the counselor fully utilized cognitive behavioral intervention techniques to work with the client's automatic thinking, intermediate belief and core beliefs, assisting the client in cognitive reconstruction, and using methods such as behavior drills and experiments to strengthen and consolidate client's new beliefs.  
This study comprehensively used two research methods, quantitative and qualitative, to evaluate the intervention effect. In terms of quantitative research, the China College Student Adjustment Scale, Beck Depression Inventory, Beck Anxiety Inventory, and Automatic Thinking Questionnaire were used to monitor the school adaptation level, emotional changes, and cognitive changes of client. The data results showed that the school adaptation level of client  increased from 142 points lower than the national norm score of one Standard Deviation to 208 points higher than the national norm score of one Standard Deviation; the score of Automatic Thinking Questionnaire decreased from 66 points to 49 points, and the frequency of client's negative automatic thinking gradually decreased; the score of Beck Anxiety Scale decreased from 13 points in mild anxiety to 4 points in extremely mild anxiety; and the score of Beck Depression Scale decreased from 15 points in mild depression to 4 points in extremely mild depression. The results of semi-structured interviews showed that client had significant improvements in self-efficacy, psychological resilience, and self-control ability. he could adopt positive coping methods when facing setbacks, greatly enhanced problem-solving ability, and gradually enriched their social support system.
The results of this study indicate that Cognitive Behavioral Therapy is effective and feasible for intervening in school maladjustment of sophomore students. The counselor used Cognitive Behavioral Therapy intervention techniques to assist client in adapting to college life, effectively relieving anxiety and depression caused by school maladjustment. At the same time, the intervention plan of this study provides practical experience and reference for subsequent related research.