發(fā)布時間：2018-03-20 17:39

  本文選題：團體沙盤游戲療法　切入點：家困大學(xué)新生　出處：《湖南師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：以沙盤游戲療法為主,采用實驗法比較不同團體輔導(dǎo)方法對家困新生人際交往問題的干預(yù)療效,提高家困新生的人際交往能力,為高校心理咨詢和輔導(dǎo)提供實證依據(jù)。對2013級3782名新生進行心理健康普查的基礎(chǔ)上,篩查出439名交往困難的學(xué)生,排除可能存在心理障礙學(xué)生155人,排除可能存在交往障礙的學(xué)生160,根據(jù)家困生的標(biāo)準(zhǔn),以24名人際交往困擾嚴(yán)重者人的新生(其中家困生18人)為對象,采用等組實驗設(shè)計(分別為家困新生團體沙盤游戲組、家困新生團體心理輔導(dǎo)組、非家困新生團體沙盤游戲組和對照組)進行干預(yù)研究,并設(shè)計了沙盤游戲和團體心理輔導(dǎo)兩套方案。干預(yù)后后測結(jié)果顯示各組在總分和4個分量表存在顯著差異,具體表現(xiàn)為在總分上A組與B、C、D組之間均在0.01水平顯著差異,B和D組在0.05水平上顯著差異;在交際困擾上,A組和D組于0.05水平存在差異顯著;在接人待物困擾上,A組和C組于0.05水平存在顯著差異;異性交往困擾上,A組和D組于0.01水平存在顯著差異。間隔三個月后追蹤測結(jié)果顯示各組在總分和4個分量表存在顯著差異,具體表現(xiàn)為在總分上A組與B組、C組、D組均在0.01水平顯著差異,B組與D組在0.01水平顯著差異;在交談困擾上,A組和C組在0.01水平顯著差異;在接人待物困擾上,A組和C組在0.05水平顯著差異;異性交往困擾上,A組和D組在0.05水平顯著差異。前測與追蹤測試之間存在顯著差異,后測與追蹤測試之間無顯著差異。沙盤游戲療法能顯著改善家困新生的人際交往困擾;沙盤游戲療法優(yōu)于一般團體輔導(dǎo);沙盤游戲療法療效具有一定的穩(wěn)定性。
[Abstract]:In order to improve the interpersonal communication ability of the freshmen with poor families, the intervention effect of different group counseling methods on interpersonal communication problems was compared by using the sand table game therapy, and the experimental method was used to compare the effects of different group counseling methods on the interpersonal problems of the freshmen. On the basis of the mental health survey of 3782 freshmen in 2013, 439 students with difficulties in communication were screened out, 155 students were excluded. According to the standard of the poor students at home, according to the standard of the poor students at home, the students who excluded the possibility of having difficulties in communication were selected as the subjects of 24 freshmen with severe interpersonal problems (18 of them from the family), and the same experimental design was used (the sandtable game group for the freshmen with family difficulties, respectively). The intervention study was carried out in the psychological counseling group, the sand table game group and the control group. After intervention, the results showed that there were significant differences in total scores and 4 subscales among the groups. There were significant differences in the total scores between group A and group D at 0.01 level and between group B and group D at 0.05 level, and there were significant differences in communication distress between group A and group D at 0.05 level. There was significant difference between group A and group C in the level of 0.05; There was significant difference in the level of 0.01 between group A and group D. after the interval of three months, the results showed that there were significant differences in the total score and the four subscales in each group. There was a significant difference in the total score between group A and group B (P < 0.01) and between group B and group D (P < 0.01), and between group A and group C (P < 0.01), and between group A and group C (P < 0.01). There were significant differences between group A and group C at 0.05 level, group A with heterosexual disturbance and group D with group D at 0.05 level. There was a significant difference between pretest and tracking test. There was no significant difference between posttest and follow-up test. Sand play therapy could significantly improve the interpersonal disturbance of the freshmen. Sand game therapy was superior to general group counseling. The therapeutic effect of sand game therapy had certain stability.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G448

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