本文關(guān)鍵詞： 單親兒童 同伴關(guān)系 自我概念 社交焦慮 箱庭療法　出處：《閩南師范大學》2015年碩士論文　論文類型：學位論文

【摘要】：離婚率的上升,致使離異單親家庭兒童數(shù)量增多,與完整家庭成長的兒童相比,單親兒童存在更多情緒和行為問題,人際關(guān)系問題是最突出的問題之一。兒童人際關(guān)系主要是指同伴關(guān)系,同伴交往是兒童社會性發(fā)展的主要方面,對兒童社交技能的獲得、社會適應(yīng)能力的培養(yǎng)甚至是人格的形成具有重要作用。10~12歲是由兒童期向青春期過渡的階段,是性格形成的關(guān)鍵期。此階段兒童的發(fā)展易受到同伴的影響,如果同伴關(guān)系不良,則會影響兒童身心健康發(fā)展。自我概念和社交焦慮是影響兒童同伴關(guān)系的重要方面,研究一探討自我概念、社交焦慮和同伴關(guān)系三者之間的關(guān)系,對1438名10~12歲的兒童有效施測《Piers-Harris兒童自我概念量表》、《兒童社交焦慮量表》,使用同伴提名法測量同伴關(guān)系。結(jié)果:(1)自我概念、社交焦慮和同伴關(guān)系兩兩顯著相關(guān),社交焦慮是自我概念和同伴關(guān)系之間的中介變量;(2)自我概念對同伴關(guān)系有顯著的正向預(yù)測作用,社交焦慮對同伴關(guān)系有顯著的負向預(yù)測作用;(3)離異單親兒童的自我概念低于總體平均水平,社交焦慮高于總體平均水平,同伴關(guān)系差于總體平均水平。研究二從個體行為層面即眼動加工上進一步驗證兩者的關(guān)系,讓被試同時觀看社交場景和非社交場景圖片,探究高、低社交焦慮水平的被試是否存在注意偏向。結(jié)果:(1)與低社交焦慮水平兒童比,高社交焦慮水平的兒童對場景的反應(yīng)速度更快、注視時間更長、注視點數(shù)量更多,并且他們對社交場景的注視時間明顯長于非社交場景(2)離異單親兒童對社交場景和非社交場景的反應(yīng)比普通家庭孩子更敏感。為了探究團體箱庭干預(yù)離異單親兒童同伴關(guān)系的效果,研究三采用前后測等組實驗設(shè)計,篩選出72名自我概念得分較低、社交焦慮得分較高并且同伴關(guān)系較差的離異單親家庭兒童,并以自愿原則參加實驗。被試被隨機分為團體箱庭組、團體輔導組以及空白對照組,每組各24名。團體箱庭組又平均分為4小組,每組6人,每組每周參加一次團體箱庭干預(yù),共八周。團體輔導組也平均分為4小組,每組6人,每組每周參加一次團體心理輔導,共八周�？瞻捉M不做任何干預(yù)。結(jié)果:團體箱庭能夠提高兒童自我概念、降低社交焦慮,有效改善兒童同伴關(guān)系。綜上所述,兒童同伴關(guān)系與自我概念和社交焦慮密切相關(guān),社交焦慮是自我概念影響同伴關(guān)系的中介變量。團體箱庭干預(yù)能顯著提高兒童自我概念,緩解社交焦慮,并改善兒童同伴關(guān)系。
[Abstract]:The increase in divorce rate has led to an increase in the number of children living in divorced single-parent families, and there are more emotional and behavioral problems among single-parent children than those growing up in complete families. Interpersonal relationship is one of the most prominent problems. Children's interpersonal relationship mainly refers to peer relationship, peer communication is the main aspect of children's social development, and the acquisition of children's social skills. The cultivation of social adaptability and even the formation of personality play an important role in the transition from childhood to adolescence. It is the key period of personality formation. The development of children in this stage is easy to be influenced by their peers, if the peer relationship is not good. Self-concept and social anxiety are the important aspects that affect children's peer relationship. The first study is to explore the relationship among self-concept, social anxiety and peer relationship. A total of 1438 children aged 10 to 12 years old were tested with Piers-Harris Children Self-Concepts scale and Children Social anxiety scale. Results: Self-concept, social anxiety and peer relationship were significantly correlated. Social anxiety was the intermediate variable between self-concept and peer relationship. 2) Self-concept has a significant positive predictive effect on peer relationship, while social anxiety has a significant negative predictive effect on peer relationship; 3) Self-concept of divorced single parent children is lower than the overall average level, social anxiety is higher than the overall average level. Peer relationship is worse than the overall average level. In the second study, we further verify the relationship between the two from the individual behavior level, namely eye movement processing, and let the subjects look at the pictures of social scene and non-social scene at the same time, and explore the higher level. Results compared with children with low level of social anxiety, children with high level of social anxiety responded more quickly to the scene and watched longer than those with low level of social anxiety. There are more points to watch. And they look at social scenes longer than non-social scenes. Divorced single parent children are more sensitive to social and non-social situations than normal family children. In order to explore the effect of group intervention in peer relationship of divorced single parent children. In the third study, 72 children from divorced single-parent families with low self-concept scores, high social anxiety scores and poor peer relationships were selected. The subjects were randomly divided into group chamber group, group guidance group and blank control group, with 24 participants in each group. The group chamber group was divided into 4 groups with 6 persons in each group. Each group participated in group intervention once a week for a total of eight weeks. The group guidance group was also divided into 4 groups, 6 people in each group, and each group participated in group psychological counseling once a week. A total of eight weeks. The blank group did not do any intervention. Results: group chamber can improve children's self-concept, reduce social anxiety, effectively improve children's peer relationship. Children's peer relationship is closely related to self-concept and social anxiety. Social anxiety is the intermediary variable of self-concept influencing peer relationship. Group intervention can significantly improve children's self-concept and alleviate social anxiety. And improve children's peer relations.
【學位授予單位】：閩南師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：B844.1

【參考文獻】

相關(guān)期刊論文 前6條

1 林嵐;單親家庭母親及其子女成長之研究[J];廣西教育學院學報;2005年02期

2 劉鴻雁;單親家庭研究綜述[J];人口研究;1998年02期

3 劉丙元;張建英;;高中生同伴關(guān)系與社交技能、父母教養(yǎng)方式的關(guān)系[J];社會心理科學;2004年03期

4 劉惠軍,王晶;同伴接納、家庭因素與兒童心理理論的關(guān)系[J];心理發(fā)展與教育;2005年03期

5 孫曉軍;周宗奎;范翠英;柯善玉;;童年中期不同水平的同伴交往變量與孤獨感的關(guān)系[J];心理科學;2009年03期

6 楊彩霞;被忽視與矛盾型幼兒社會技能訓練的實驗研究[J];學前教育研究;2003年03期

相關(guān)碩士學位論文 前4條

1 王曉辰;小學生同伴接納、教師接納、學業(yè)成績同心理健康的關(guān)系研究[D];福建師范大學;2004年

2 梅林;離異單親家庭初中生人際交往特征研究[D];四川師范大學;2007年

3 葉桂青;青春期前少年問題行為及箱庭干預(yù)[D];漳州師范學院;2010年

4 黃欣欣;中職生學業(yè)倦怠與自我價值感的關(guān)系及團體箱庭干預(yù)效果研究[D];閩南師范大學;2014年

，

本文編號：1460938