作为人类发展过程中被广泛关注的一个主题，与创伤事件作斗争的积极结果在文学和哲学作品中随处可见；这些个体在与创伤事件斗争中主观体验到的积极的心理变化即被定义为创伤后成长(Posttraumatic growth, PTG, Tedeschi, Park, & Calhoun,1998)。它给创伤研究者提供了新的角度，也得到了大量研究者的关注。创伤后成长作为一个复杂的心理现象，现阶段的机制研究多为理论设想，临床研究亦缺乏相应的理论基础。探讨创伤后成长的认知机制能够对了解创伤后成长这一现象提供帮助，同时为干预研究提供理论支持。本研究共有三个部分，分别采用问卷法和实验法、团体干预探讨不同因素对创伤后成长的影响、创伤后成长的认知机制及干预的作用和效果。其中，研究一通过问卷法修订了创伤后成长量表(Posttraumatic growth Inventory, PTGI),考察有创伤经历的大学生的PTG特点；并进一步考察各种影响因素对PTG的影响作用，结果发现社会支持和积极再评价对PTG的影响更加显著，其中积极再评价作为衡量个体认知灵活性的指标，对PTG的影响可以反映出个体认知灵活性对PTG的影响。研究二采用实验法,考察在PTGI得分上高、低分的被试在认知灵活性和陌生情境识别偏向上的差异。研究三采用团体干预的方法，对44名被试进行为期6周的干预，并考察干预的效果。整个研究的结果如下：1 经过修订的创伤后成长量表能够很好的测量我国的大学生创伤群体，修订后的量表具有四个维度，分别为新的可能性，个人力量，人际关系及欣赏生活；各维度的信度在0.70~0.92之间，重测信度在0.60~0.74之间；效度指标：χ2/df=1.75，RMSEA=0.06，其余指标均为0.9以上,具有较好的效度。2 我国大学生的创伤后成长不存在性别上的差异；从年级上看，随着年级的递增大学生从创伤或者压力事件中感受到的成长减少，呈现出递减的趋势。3 社会支持、自尊、积极再评价、积极情绪与反省思维与创伤后成长之间存在显著正相关；乐观与反刍量表总分与创伤后成长得分无显著相关。4 上述与PTGI正相关的因素能够解释18%的创伤后成长的变异；不同因素对与创伤后成长的预测作用不同，其中社会支持和积极再评价对PTG有显著的预测作用。社会支持对PTG有直接的影响，同时在积极情绪与PTG之间起着中介作用；积极再评价能够直接影响PTG，同时在自尊和积极情绪与PTG之间起着中介作用。5 在中性面孔识别任务中，被试在三组任务中的反应时不存在显著差别；除悲伤-恐惧任务，所有被试在另外两个任务中将中性面孔识别为积极情绪的比例都不高于55%；在高兴-恐惧和高兴-悲伤任务中，创伤后成长得分高的被试比低分组更少的将中性面孔判断为高兴。6 创伤情境下，被试的反应时、正确率均显著低于非创伤情境；注意转换损失显著高于非创伤条件下被试的反应。7 从分组来看，在两种实验条件下，创伤后成长得分高的被试的注意转换损失显著低于得分低的被试。从性别看，男生在创伤条件下的注意转换损失显著低于女生。8 经过团体干预，个体的创伤后成长能够显著提高，(1)实验组与控制组相比，创伤后成长得分和积极再评价能力有了显著提高；通过对实验组的前后测发现，实验组被试在干预之后的PTGI、社会支持、积极再评价能力等都有了显著的提高。(2) 对被试的作业进行分析，发现实验组被试在积极情绪体验、情绪觉知、认知重评策略的使用上均好于控制组。

Being a widely noted topic, we can find the positive outcomes of struggle with traumatic events and adversities from literature and Philosophy works. The positive psychological changes people perceived by dealing with trauma and stress were defined as posttraumatic growth (Tedeschi, & Calhoun, 1996, PTG). It has given a new angle of view to the trauma researchers and has gotten more and more attention. As a complicated phenomenon, most of mechanism studies of PTG were just conceiving in the theory field, so was the corresponding clinical researches, almost lacked theories to support the results. Exploring the mechanism was benefit for understanding the phenomenon, and supporting the intervene studies.This study was compose by 3 parts, exploring how some factors influence the PTG and intervene study for posttraumatic college students through methods of questionnaire, experimentation and group counseling. Study 1, revised the PTGI and examined the characters of college students who had suffered with traumatic events. And then investigated how some factors affects PTG, the result was the social support and positive reappraisal affected PTG significantly. Positive reappraisal was an indicator of cognitive flexibility, so the cognitive flexibility was the factors that can affect PTG. So study 2 we used experimental methods to explore the subjects with high and low score in PTGI whose differences between cognitive flexibility and the bias of distinguishing strange situation. We used group intervention in study 3 to train 44 subjects at 6 weeks, and then set the effect. The whole results as followed:1. The revised PTGI can measure the college students well, it has 4 dimensions: new possibility, person strength, interpersonal relationship and appreciate to life. The reliability of 4 dimensions was 0.70-0.92; the retest reliability was 0.60-0.74. Structure validity indexes were fine.2. There was no sexual difference in PTG of college students; the perceived growth was decline from younger to older. 3. Social support, self-esteem, positive reappraisal, positive emotion and reflecting thinking was positive related to PTG, the dispositional optimism has no significant correlation with PTG.4. The factors that positive related to PTG can explain 18% variation of PTG; different factors played different roles with PTG, social support and positive reappraisal could predict PTG significantly. And social support also mediated positive emotions and PTG, so as positive reappraisal that mediated the self-esteem, positive emotion to PTG.5. In task of the perception of neutral faces, there was no difference of reaction time of all the subjects. Besides the fear-sad task, the ratio of all the subjects identified the neutral face as positive emotions was not more than 55%; in the happy-fear and happy-sad tasks, the higher group’s tendency of identified the neutral face as happy was lower than lower group.6. At traumatic situations, subjects have lower reaction time, accuracy than non-traumatic situations, and higher switch cost than non-traumatic situations.7. The high score group has lower switch cost than the low score group both in traumatic and non-traumatic situations; girls have higher switch cost scores than boys.8. Given group intervention, people can have more PTG than pre-intervention: （1）compared with control group, the experimental group had more PTG and positive reappraisal scores; (2) Through pre-post test, the experimental group got more PTGI, social support, post reappraisal abilities. (3) Through analysis the homework, we found the experimental group was better than the control group at experience positive emotions, emotions perception and cognitive reappraisals strategies.