【摘要】：為了了解理情教育課程對中職學生心理健康狀況的影響,本研究采用實驗法、測量法和個案法進行研究。首先,對學生的基本心理狀況有初步的了解,用SCL-90癥狀自評量表對其進行前測。其次,運用理性情緒教育課程對實驗班進行為期3個月的,每周兩節(jié),每節(jié)課45分鐘,共十個單元24節(jié)課的干預。運用問卷對實驗班和對照班進行后測,同時配合個別訪談來觀察其心理健康狀況的變化情況。研究結(jié)果顯示：1.SCL-90癥狀自評量表上,課程干預前,實驗班和對照班不存在顯著的差異,在課程干預完成后,實驗班和對照班在抑郁、敵對、偏執(zhí)三個因子上出現(xiàn)了顯著的差異；實驗班在課程干預的前測和后測中,在軀體化、敵對、恐怖、人際敏感、精神病性、焦慮、強迫、抑郁、偏執(zhí)和其他十個因子上相對于前測存在著顯著的差異,且這十個因子在實驗的后測數(shù)據(jù)當中分數(shù)都有顯著的降低。對照班的前后測成績在癥狀自評量表上沒有顯著的變化。2.在個案研究中,該生在六次理性情緒療法的咨詢后,心理健康狀況和情緒狀態(tài)有了明顯的改善,SCL-90癥狀自評量表的各因子得分上均有所下降。3.干預結(jié)束后,通過對學生的開放性問卷調(diào)查、個別訪談以及對于任課老師的訪談發(fā)現(xiàn),學生們在調(diào)節(jié)不良情緒和應對挫折以及人際溝通方面有所改善,掌握了一些調(diào)控情緒的方法。4.理性情緒教育對中職學生的心理健康狀況有著顯著的提高,解決情緒困擾的能力增強。
[Abstract]:In order to understand the influence of the curriculum on the mental health of secondary vocational school students, this study adopts experimental method, measurement method and case method to study. First of all, we have a preliminary understanding of the basic psychological state of the students, and pre-test them with the SCL-90 symptom Checklist-90 (SCL-90). Secondly, the experimental class was treated with rational emotion education course for three months, two sessions a week for 45 minutes, and there were 10 units and 24 classes. The mental health status of the experimental class and the control class were observed by using the questionnaire and the individual interviews were used to observe the changes of the mental health status of the experimental class and the control class. The results showed that: 1. There was no significant difference between the experimental class and the control class before the course intervention, but there were significant differences between the experimental class and the control class in the three factors of depression, hostility and paranoia after the completion of the course intervention. There were significant differences in somatization, hostility, phobia, interpersonal sensitivity, psychosis, anxiety, compulsion, depression, paranoid ideation and other ten factors. The scores of these ten factors were significantly decreased in the post-test data of the experiment. There was no significant change in the symptom Checklist (SCL-90) in the control class before and after the test. In the case study, after six rational emotional therapy consultations, the mental health status and emotional state of the student were significantly improved. The scores of each factor of SCL-90 symptom checklist decreased by 0.3. After the intervention, through an open questionnaire survey, individual interviews and interviews with teachers, we found that the students have improved in regulating bad emotions, coping with setbacks and interpersonal communication. Master some emotional regulation methods. 4. Rational emotional education can significantly improve the mental health of secondary vocational school students and improve their ability to solve emotional distress.
【學位授予單位】：內(nèi)蒙古師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：B842.6

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