【摘要】：中職生的年齡大約處在16到19歲之間,這一年齡階段正處于青春期。青春期是中職生生長(zhǎng)和發(fā)育的重要階段,必然會(huì)經(jīng)歷生理和心理等諸多方面的變化。孤獨(dú)是中職生廣泛存在的心理感受。中職生的自我意識(shí)日趨成熟,有獨(dú)處的必要,以便反思自己以往的言行,從中汲取教訓(xùn),更好地確定自己未來(lái)的生活道路。但是,如果處理不好這種孤獨(dú)的狀態(tài),就會(huì)演變成孤獨(dú)感。強(qiáng)烈的孤獨(dú)感會(huì)給他們帶來(lái)諸多負(fù)面影響,諸如與人交往緊張、抑郁、不善言辭、遇事容易沖動(dòng)發(fā)怒,甚至違法犯罪、厭世輕生等。影響中職生的正常生活社交和學(xué)習(xí)。本研究以中職生作為研究對(duì)象,探討中職生孤獨(dú)感現(xiàn)狀,并采取團(tuán)體心理輔導(dǎo)的方式對(duì)中職生孤獨(dú)感進(jìn)行干預(yù)研究。研究一,中職生孤獨(dú)感狀況研究在河北省選取部分中等職業(yè)技術(shù)學(xué)校,發(fā)放鄒泓修訂的《青少年孤獨(dú)感量表》對(duì)中職生的孤獨(dú)感狀況進(jìn)行普測(cè),并回收。運(yùn)用SPSS19.0對(duì)回收數(shù)據(jù)進(jìn)行整理統(tǒng)計(jì)與分析。研究二,緩解中職生孤獨(dú)感的干預(yù)研究被試:在河北省內(nèi)隨機(jī)抽取某職業(yè)中專(zhuān)學(xué)院高一年級(jí)的兩個(gè)班,將其中一班作為實(shí)驗(yàn)組,另一班則作為對(duì)照組。每組30人。方法:在實(shí)驗(yàn)組與對(duì)照組班分別同時(shí)發(fā)放并填寫(xiě)《青少年孤獨(dú)感量表》并回收。采用SPSS19.0對(duì)回收的問(wèn)卷進(jìn)行統(tǒng)計(jì)與檢測(cè),檢驗(yàn)兩組被試是否具有同質(zhì)性。對(duì)實(shí)驗(yàn)組進(jìn)行為期八周的以緩解孤獨(dú)感為主題的團(tuán)體心理輔導(dǎo)干預(yù),而不對(duì)對(duì)照組進(jìn)行干預(yù)。團(tuán)體心理輔導(dǎo)結(jié)束后,實(shí)驗(yàn)組和對(duì)照組分別再次填寫(xiě)《青少年孤獨(dú)感量表》。此外,實(shí)驗(yàn)組另需完成《團(tuán)體活動(dòng)評(píng)價(jià)表》并上交作業(yè)。采用SPSS19.0對(duì)團(tuán)輔干預(yù)結(jié)果進(jìn)行檢測(cè)與分析。研究得出的主要結(jié)論如下:(1)在中職生中,低孤獨(dú)感16.3%,高孤獨(dú)感15.7%。(2)中職生在不同維度上的孤獨(dú)感感受為“對(duì)自己社交能力的評(píng)價(jià)”“對(duì)目前同伴關(guān)系的評(píng)價(jià)”“純孤獨(dú)感”“對(duì)重要關(guān)系未滿足的知覺(jué)”。(3)中職生在不同年級(jí)、不同性別的孤獨(dú)感狀況上差異不顯著。(4)不同家庭類(lèi)型與中職生孤獨(dú)感有關(guān),雙親家庭環(huán)境成長(zhǎng)下的中職生的孤獨(dú)感在各個(gè)維度上顯著低于單親和其它兩種家庭類(lèi)型中職生的孤獨(dú)感。(5)是否住宿與中職生孤獨(dú)感有關(guān)。較之非住宿生,住宿生在“對(duì)目前同伴關(guān)系的評(píng)價(jià)”“對(duì)重要關(guān)系未滿足感的評(píng)價(jià)”兩個(gè)維度上得分偏低。(6)家庭月收入與中職生孤獨(dú)感有關(guān)。家庭月收入在1000-3000者比家庭月收入3000-5000和5000以上者在“純孤獨(dú)感”和“對(duì)自己社交能力的評(píng)價(jià)”兩個(gè)維度上得分高,孤獨(dú)感高。(7)是否班干部與中職生孤獨(dú)感有關(guān)。班干部與非班干部的學(xué)生在“對(duì)自己社交能力的評(píng)價(jià)”和“對(duì)重要關(guān)系未滿足的知覺(jué)”這兩個(gè)維度上差異均顯著,班干部孤獨(dú)感得分較低,非班干部感受到更強(qiáng)的孤獨(dú)感。(8)團(tuán)體心理輔導(dǎo)對(duì)緩解中職生孤獨(dú)感效果顯著。
[Abstract]:Secondary vocational school students are between 16 and 19 years of age, which is at puberty. Puberty is an important stage of growth and development of secondary vocational school students, and it will inevitably undergo physiological and psychological changes. Loneliness is a widespread psychological feeling of secondary vocational school students. The self-consciousness of secondary vocational school students is maturing day by day, and it is necessary to be alone in order to reflect on their past words and deeds, draw lessons from them, and better determine their future life path. However, if this state of loneliness is not handled properly, it can become a sense of loneliness. A strong sense of loneliness can have many negative effects on them, such as intense communication, depression, ineloquence, impulsive anger, even crime, life-aversion and so on. Affect the normal life of secondary vocational school students socializing and learning. This research takes the secondary vocational school students as the research object, probes into the present situation of the secondary vocational school students' loneliness, and carries on the intervention research to the secondary vocational school students' loneliness by the way of group psychological guidance. Study 1. Study on loneliness of secondary vocational school students in Hebei Province, selected some secondary vocational technical schools, issued Zou Hong's revised Youth Lonely scale to test the loneliness of secondary vocational school students, and recovered the loneliness status of secondary vocational school students. SPSS19.0 was used to collate and analyze the collected data. Study 2, intervention study on alleviating loneliness of secondary vocational school students: two classes were randomly selected from a vocational secondary school in Hebei province, one of which was used as the experimental group and the other as the control group. There are 30 people in each group. Methods: the adolescent loneliness scale was issued and filled out at the same time in the experimental group and the control group. The collected questionnaires were counted and tested by SPSS19.0 to test the homogeneity of the two groups. The experimental group was treated with 8-week group psychological counseling with the theme of alleviating loneliness, but not in the control group. After group psychological counseling, the experimental group and the control group were re-filled in the adolescent loneliness scale. In addition, the experimental group needs to complete the group activity evaluation form and hand in the assignment. SPSS19.0 was used to detect and analyze the results of group-assisted intervention. The main conclusions of the study are as follows: (1) among secondary vocational school students, 16.3% have a low sense of loneliness. High loneliness 15.7%. (2) the sense of loneliness of secondary vocational school students in different dimensions is "evaluation of their social ability", "evaluation of current peer relationship", "pure loneliness" perception of unsatisfied important relationship ". (2) Secondary vocational school students' feeling of loneliness in different dimensions is" evaluation of their social ability "," pure loneliness "and" unsatisfied perception of important relationship ". "(3) Secondary vocational students are in different grades, There was no significant difference in loneliness between different sexes. (4) different family types were related to loneliness of secondary vocational school students. The loneliness of secondary vocational school students growing up in parents' family environment was significantly lower than that of single parents and other two family types of secondary vocational school students in each dimension. (5) whether the accommodation was related to the loneliness of secondary vocational school students was related to the loneliness of secondary vocational school students. Compared with non-boarding students, the scores of residential students were lower in two dimensions: "Evaluation of current peer relationship" and "evaluation of undersatisfaction of important relationship". (6) the monthly family income was related to loneliness of secondary vocational school students. Those with monthly family income of 1000 to 3000 were higher than those with monthly income of 3000 and more than 5000 on the two dimensions of "pure loneliness" and "evaluation of their social ability". (7) whether class cadres were related to loneliness of secondary vocational school students was found to be higher than that of those who had a monthly income of 1 000 to 3 000 and more than 5000 in terms of "pure loneliness" and "evaluation of their social ability". The students of class cadres and non-class cadres had significant differences in the two dimensions of "evaluation of their social ability" and "perception of unsatisfied important relations". The scores of loneliness of class cadres were lower than those of non-class cadres, and there was a significant difference between class cadres and non-class cadres in the two dimensions. Non-class cadres feel a stronger sense of loneliness. (8) Group psychological guidance has a significant effect on alleviating loneliness of secondary vocational school students.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：B842

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