本文選題：團(tuán)體輔導(dǎo) + 大學(xué)生�。� 參考：《山西醫(yī)科大學(xué)》2006年碩士論文

【摘要】： [目的]本次研究從我國大學(xué)新生存在的心理問題為出發(fā)點(diǎn),以大學(xué)一年級學(xué)生為研究對象,通過開放性、結(jié)構(gòu)性團(tuán)體輔導(dǎo)的形式進(jìn)行干預(yù),研究團(tuán)體輔導(dǎo)對提高大學(xué)生心理素質(zhì)的影響因素,為提高大學(xué)生團(tuán)體心理干預(yù)效果提供依據(jù)。 [方法]以山西醫(yī)科大學(xué)一年級自愿選修心理學(xué)課程的學(xué)生435人作為研究對象,用一般情況問卷(自行設(shè)計(jì))、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(jìn)行基線測量,在團(tuán)體輔導(dǎo)后重復(fù)進(jìn)行SAS和SDS的測量。采用均數(shù)和標(biāo)準(zhǔn)差進(jìn)行各心理量表得分的描述,采用t檢驗(yàn)、方差分析對各心理量表得分的影響因素進(jìn)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(tuán)體輔導(dǎo)前后焦慮和抑郁得分的差異均有統(tǒng)計(jì)學(xué)意義(t=5.082,P=0.000; t=3.375,P=0.001)。影響團(tuán)體輔導(dǎo)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(dǎo)前、后焦慮得分呈正相關(guān),自信心與輔導(dǎo)前、后抑郁得分呈負(fù)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(tuán)體輔導(dǎo)的效果就越明顯。 [結(jié)論](1)影響團(tuán)體輔導(dǎo)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(tuán)體輔導(dǎo)效果明顯,值得進(jìn)一步推廣。(3)對今后團(tuán)體輔導(dǎo)的幾點(diǎn)建議:在改善抑郁和焦慮的方案設(shè)計(jì)中,應(yīng)該將認(rèn)識自我,了解自我,接納自我作為重點(diǎn);在團(tuán)體輔導(dǎo)中對于不自信和情緒波動(dòng)較大的學(xué)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(xué)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(tuán)體輔導(dǎo)中應(yīng)根據(jù)以上影響因素多設(shè)計(jì)一些相關(guān)活動(dòng),如音樂冥想可以用來平復(fù)情緒,共同完成一項(xiàng)任務(wù)可以學(xué)習(xí)與他人溝通、交往等;在團(tuán)體輔導(dǎo)中適當(dāng)增加理論分量,將有利于大學(xué)生的自我教育和自我調(diào)節(jié)能力的培養(yǎng)。
[Abstract]:[objective] based on the psychological problems of freshmen in China, this study took freshmen as the object of study, and intervened in the form of open and structured group counseling. To study the influence factors of group counseling on the improvement of college students' psychological quality, and to provide the basis for improving the effect of group psychological intervention of college students. [methods] 435 students from Shanxi Medical University who voluntarily took psychology course in their first year were selected as the subjects of the study. 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 measurement tools. SAS and SDS were measured repeatedly after group counseling. The mean and standard deviation were used to describe the scores of each psychological scale, and the t-test and variance analysis were used to analyze the influencing factors of the scores. Multiple stepwise regression was used to explore the influencing factors of the scores of each scale. [results] there were significant differences in the scores of anxiety and depression before and after group counseling (t = 5.082, P = 0.000; t = 3.375, P < 0.001). The main influencing factors of group counseling were: neuroticism (Beta 0.108), desire to be more confident (Beta 0.102), self-confidence (Beta + -0.098) and sex (Beta + -0.117). Neuroticism and the desire to make oneself more confident were positively correlated with the scores of post-anxiety before counseling, and negatively correlated with scores of post-depression before counseling. That is, the more stable the mood, the more confident one was, the lower the score of self-confidence. Anxiety and depression change greatly, the effect of group counseling is more obvious. [conclusion] (1) the main influencing factors of group counseling are neuroticism, self confidence and sex. (2) Open group counseling is effective. It is worth further popularizing. (3) some suggestions for group counseling in the future: in the design of the program to improve depression and anxiety, we should focus on self-awareness, self-understanding and self-acceptance; More attention and help should be given to students who are not confident and emotional fluctuation in group counseling. For students who do not want to make themselves more confident, they should communicate with them more, help them to set up the desire to improve their psychological quality, and design some related activities according to the above influencing factors in group counseling. For example, music meditation can be used to calm down emotion, to complete a task together can learn to communicate with others, and to increase the theoretical weight in group tutoring will be beneficial to the self-education and self-regulation ability of college students.
【學(xué)位授予單位】：山西醫(yī)科大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2006
【分類號】：B844.2

【引證文獻(xiàn)】

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3 安曉鵬;;中小學(xué)校開展心理健康教育的主要途徑和方法[J];科教文匯(上旬刊);2009年11期

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2 袁婧;醫(yī)學(xué)院大學(xué)新生心理健康與自我和諧、父母教養(yǎng)方式關(guān)系研究[D];河北師范大學(xué);2016年

3 葉寧;團(tuán)體輔導(dǎo)對高職護(hù)生心理健康干預(yù)[D];東南大學(xué);2016年

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8 邢曼莉;女青少年犯的內(nèi)化問題與干預(yù)[D];山東師范大學(xué);2012年

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10 俞冬梅;班級團(tuán)體輔導(dǎo)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(xué);2012年

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