【摘要】：在中國(guó)素質(zhì)化教育的今天,童年晚期過(guò)渡到青春期早期的初一學(xué)生的心理健康影響著學(xué)生的身心發(fā)展。在經(jīng)濟(jì)中高速發(fā)展的中國(guó),初一學(xué)生是二十一世紀(jì)后出生的孩子,他們更好的享受著來(lái)自家庭、社會(huì)的關(guān)愛(ài)。反之,也出現(xiàn)了一些青少年不文明的現(xiàn)象,如:漠視、自私、不懂得關(guān)愛(ài)和理解他人等。童年晚期過(guò)渡到青春期的初一年級(jí)學(xué)生在初中階段具有著半依賴(lài)、半成熟的心理特點(diǎn)。本研究是以霍夫曼(1982)提出的“共情發(fā)展模型”為理論依據(jù)和采用1980年外國(guó)學(xué)者費(fèi)西巴赫的共情方案為實(shí)驗(yàn)依據(jù),通過(guò)提升初一學(xué)生的共情訓(xùn)練的團(tuán)體干預(yù)來(lái)提升初一學(xué)生的共情能力,從而促進(jìn)和提升其心理健康水平。本研究包括兩個(gè)部分:第一部分是對(duì)初一學(xué)生目前的共情水平現(xiàn)狀,結(jié)合前人的研究文獻(xiàn),對(duì)初一學(xué)生的共情能力特點(diǎn)進(jìn)行總結(jié)分析;第二部分是借鑒費(fèi)西巴赫的共情方案,隨機(jī)選取32名學(xué)生,實(shí)驗(yàn)組和對(duì)照組各8男8女,實(shí)行實(shí)驗(yàn)效果前后測(cè),并回收實(shí)驗(yàn)組團(tuán)體反饋表、教師二次訪談?dòng)涗洷?通過(guò)定量和定性分析,檢驗(yàn)實(shí)驗(yàn)干預(yù)效果和團(tuán)體輔導(dǎo)效果。本研究主要得到了以下結(jié)果:(1)初一學(xué)生共情總體處于中等水平,在共情認(rèn)識(shí)和共情行為上有提升的空間。(2)初一學(xué)生在性別上的共情水平存在明顯差別,女生共情水平顯著高于男生。在幻想維度上初一男女生差異明顯,女生高于男生。(3)在初一學(xué)生共情水平的現(xiàn)狀研究中發(fā)現(xiàn),在學(xué)生的來(lái)源地方面無(wú)明顯差異,在學(xué)生的獨(dú)生子女與非獨(dú)生子女情況方面無(wú)明顯差異,在學(xué)生是否擔(dān)任班干部方面無(wú)明顯差異。(4)團(tuán)體輔導(dǎo)可以有效提升初中一年級(jí)學(xué)生的共情能力。
[Abstract]:With the development of quality education in China, the mental health of junior high school students from late childhood to early adolescence affects their physical and mental development. In the rapid economic development of China, junior high school students are born after the 21 century, they better enjoy from the family, social care. Conversely, there are some uncivilized phenomena of teenagers, such as indifference, selfishness, lack of care and understanding of others. The junior high school students who transition from childhood to adolescence have semi-dependent and semi-mature psychological characteristics in junior middle school. This study is based on the "empathy development model" proposed by Hoffman (1982) and the experimental basis of the 1980 foreign scholar Fiscibach's empathy scheme. The empathic ability of junior high school students was improved by improving the group intervention of empathy training, so as to promote and improve their mental health level. This research includes two parts: the first part is to summarize and analyze the characteristics of the empathy ability of the first grade junior high school students combined with the previous research literature; The second part is to draw lessons from Fessibach's empathy scheme, randomly select 32 students, the experimental group and the control group of 8 men and 8 women, the experimental results before and after the test, and recall the experimental group feedback table, teachers' second interview record table, The effects of experimental intervention and group counseling were tested by quantitative and qualitative analysis. The main results of this study are as follows: (1) the empathy of junior high school students is generally at a medium level, and there is room for improvement in empathy and empathy behavior. (2) there are significant differences in the level of empathy between the first grade students of junior high school and their gender. The level of empathy of girls was significantly higher than that of boys. In fantasy dimension, there is a significant difference between male and female students, female students are higher than boys. (3) in the current study of the level of empathy among junior high school students, there is no significant difference in the origin of students. There is no significant difference between the one-child and non-one-child students, and there is no significant difference in whether the students are class cadres. (4) Group counseling can effectively improve the empathy ability of first-year junior high school students.
【學(xué)位授予單位】：南昌大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G448

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本文編號(hào)：2368630