發(fā)布時間：2018-06-25 02:56

  本文選題：團體輔導 + 大學生　； 參考：《山西醫(yī)科大學》2006年碩士論文

【摘要】： [目的]本次研究從我國大學新生存在的心理問題為出發(fā)點,以大學一年級學生為研究對象,通過開放性、結(jié)構(gòu)性團體輔導的形式進行干預(yù),研究團體輔導對提高大學生心理素質(zhì)的影響因素,為提高大學生團體心理干預(yù)效果提供依據(jù)。 [方法]以山西醫(yī)科大學一年級自愿選修心理學課程的學生435人作為研究對象,用一般情況問卷(自行設(shè)計)、艾森克人格問卷(EPQ)、焦慮自評量表(SAS)、抑郁自評量表(SDS)、自我和諧量表(SCCS)作為測量工具,進行基線測量,在團體輔導后重復進行SAS和SDS的測量。采用均數(shù)和標準差進行各心理量表得分的描述,采用t檢驗、方差分析對各心理量表得分的影響因素進行分析。多元逐步回歸被用來探索各量表得分改變的影響因素。 [結(jié)果]團體輔導前后焦慮和抑郁得分的差異均有統(tǒng)計學意義(t=5.082,P=0.000; t=3.375,P=0.001)。影響團體輔導效果的主要影響因素為:神經(jīng)質(zhì)(Beta =0.108)、想讓自己更自信的愿望(Beta =0.102)、自信心(Beta =-0.098)和性別(Beta =-0.117)。神經(jīng)質(zhì)和想讓自己更自信的愿望與輔導前、后焦慮得分呈正相關(guān),自信心與輔導前、后抑郁得分呈負相關(guān),即情緒越穩(wěn)定,有想讓自己更自信的愿望,自信心評分低,則焦慮和抑郁的改變就大,團體輔導的效果就越明顯。 [結(jié)論](1)影響團體輔導的主要影響因素為:神經(jīng)質(zhì)、想讓自己更自信、自信心和性別。(2)開放性團體輔導效果明顯,值得進一步推廣。(3)對今后團體輔導的幾點建議:在改善抑郁和焦慮的方案設(shè)計中,應(yīng)該將認識自我,了解自我,接納自我作為重點;在團體輔導中對于不自信和情緒波動較大的學生應(yīng)給予較多的關(guān)注和幫助。對于沒有想讓自己更自信的愿望的學生,應(yīng)多與其溝通,幫助其樹立提高自己心理素質(zhì)的愿望;在團體輔導中應(yīng)根據(jù)以上影響因素多設(shè)計一些相關(guān)活動,如音樂冥想可以用來平復情緒,共同完成一項任務(wù)可以學習與他人溝通、交往等;在團體輔導中適當增加理論分量,將有利于大學生的自我教育和自我調(diào)節(jié)能力的培養(yǎng)。
[Abstract]:[Objective] to study the psychological problems of College Freshmen in our country as the starting point, taking the first grade students as the research object and intervening through the form of openness and structural group guidance, to study the influence factors of group counseling on improving the psychological quality of college students, and to provide a basis for improving the effect of College Students' psychological intervention.
[Methods] 435 students of the first grade psychology course of Shanxi Medical University were used as the research subjects. The general situation questionnaire (self-designed), Eysenck Personality Questionnaire (EPQ), self rating Anxiety Scale (SAS), self rating Depression Scale (SDS), and self harmony scale (SCCS) were used as measuring tools to carry out baseline measurement and to be repeated after group counseling. The measurements of SAS and SDS were carried out. The scores of each mental scale were described by mean and standard deviation. The factors affecting the scores of each mental scale were analyzed by t test and variance analysis. The factors of the change of each scale were explored by multiple stepwise regression.
[results] the differences in anxiety and depression scores before and after group guidance were statistically significant (t=5.082, P=0.000; t=3.375, P=0.001). The main influencing factors affecting group guidance were: Neuroticism (Beta =0.108), desire to make oneself more confident (Beta =0.102), self confidence (Beta =-0.098) and sex (Beta =-0.117). Neuroticism and want to make oneself The more confident desire was positively correlated with the post and post anxiety scores, and the confidence was negatively correlated with the post depression score, that is, the more stable the mood, the desire to make self confident, the lower confidence score, the greater change of anxiety and depression, the more obvious the effect of group counseling.
[Conclusion] (1) the main influencing factors of group guidance are: Neuroticism, want to make themselves more confident, self-confidence and sex. (2) the effect of open group guidance is obvious and worthy of further promotion. (3) some suggestions for the future group guidance: in the design of improvement of depression and anxiety, we should recognize self, understand self, accept self. In group coaching, students who are not confident and with greater mood swings should be given more attention and help. Students who do not want to make themselves more confident should communicate with them and help them to establish their desire to improve their psychological quality. In group counseling, some related activities should be designed according to the above factors. For example, music meditation can be used to calm down emotions, to accomplish a task together to learn to communicate with others, to communicate, and so on. In group counseling, appropriate increase in theoretical weight will help college students' self-education and self-regulation.
【學位授予單位】：山西醫(yī)科大學
【學位級別】：碩士
【學位授予年份】：2006
【分類號】：B844.2

【引證文獻】

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10 俞冬梅;班級團體輔導對中職新生心理健康的干預(yù)研究及思考[D];首都師范大學;2012年

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本文編號：2064220