中学生社交焦虑保护性与危险性因素分析及其团体干预的研究

发布时间：2018-04-28 00:40

本文选题：中学生 + 社交　；参考：《上海师范大学》2017年硕士论文

【摘要】：本研究的目的是调查中学生社交焦虑的现状,分析影响中学生社交焦虑的保护性因素和危险性因素,并探索团体认知行为疗法对中学生社交焦虑的干预效果。研究一采用分层随机抽样,选取上海市4个区24所初、高中非毕业班共计7978名学生为研究对象,施测自编人口学问卷、个人信息自陈问卷和儿童焦虑性情绪障碍筛查表(SCARED)社交焦虑分量表,调查中学生社交焦虑的现状。根据调查结果比较了中学生社交焦虑在年级、性别等人口学变量上的差异,通过多元回归分析得出了中学生社交焦虑的保护性因素和危险性因素。研究二在研究一的循证基础上,结合相关理论和专家指导,在征询学校心理老师的实际操作意见后编写了中学生社交焦虑团体认知行为干预手册。采用此自编干预手册对社交焦虑高风险的学生实施干预组对照组前后测实验。采用评估工具:青少年社交焦虑量表(SAS-A)和团体辅导反馈表分别在基线、8周末、3个月随访3个时点进行评估,进而分析干预的有效性。研究的主要结论如下:(1)中学生社交焦虑在年级上存在显著差异,表现为初中生的年级越高,社交焦虑得分越高。高中一二年级学生的社交焦虑得分则不存在显著差异,但高中生的社交焦虑得分显著高于初中生。在性别上,初高中的女生社交焦虑得分均显著高于男生。(2)中学生社交焦虑在抚养人,父母婚姻和睦状况,父母文化程度,家庭经济情况,家庭教养方式,性格内外向,自尊水平,自信水平,自我价值感水平,社会支持情况上存在显著差异。(3)初中生社交焦虑的保护性因素为性格外向及适中,自信程度高及中等,自我价值感高及适中,危险性因素则为父母婚姻状况不和睦和自尊心高。高中生社交焦虑的保护性因素为性格外向及适中,自信程度高及适中,自我价值感高及适中,危险性因素为父母婚姻状况不和睦,自尊心高,父亲文化程度为高中及以下,母亲文化程度为初中及以下。(4)所设计的团体认知行为干预手册能显著改善中学生社交焦虑,与对照组相比,参加团体辅导的干预组社交焦虑症状有明显改善,社交焦虑得分显著下降。团体成员对辅导活动有较高的满意度。
[Abstract]:The purpose of this study was to investigate the current situation of social anxiety in middle school students, to analyze the protective and risk factors affecting social anxiety of middle school students, and to explore the effect of group cognitive behavior therapy on social anxiety of middle school students. In the first study, 7978 non-senior middle school students were selected from 24 junior high school students in 4 districts of Shanghai, and self-designed demography questionnaire was conducted. To investigate the current situation of social anxiety among middle school students, personal information self-report questionnaire and SCARED-based social anxiety component table were used to investigate the status of social anxiety in middle school students. According to the results of the investigation, the differences of social anxiety in grade, sex and other demographic variables were compared, and the protective factors and risk factors of social anxiety of middle school students were obtained by multiple regression analysis. In the second study, based on the evidence of the first study, combined with the relevant theory and expert guidance, after consulting the school psychological teachers' practical operation opinions, we compiled a cognitive behavior intervention manual for the social anxiety groups of middle school students. The self-made intervention manual was used to carry out the pre-and post-test of the intervention group for the students with high risk of social anxiety. The social anxiety scale (SAS-A) for adolescents and the feedback form for group counseling were used to evaluate the effectiveness of intervention at baseline 8 weeks and 3 months follow-up at 3 time points respectively. The main conclusions of the study are as follows: (1) there are significant differences in social anxiety among middle school students. The higher the grade is, the higher the score of social anxiety is. There was no significant difference in the scores of social anxiety among the first and second grade students, but the social anxiety scores of high school students were significantly higher than those of junior high school students. In terms of gender, the score of social anxiety of girls in junior high school was significantly higher than that of boys. (2) the social anxiety of middle school students was higher than that of boys. (2) the social anxiety of middle school students was higher than that of boys. The protective factors of social anxiety of junior high school students were extroversion and moderate personality, high and moderate degree of self-confidence, high and moderate sense of self-worth. The risk factors were marital disharmony and high self-esteem. The protective factors of high school students' social anxiety were extroverted and moderate personality, high and moderate degree of self-confidence, high and moderate sense of self-worth. The group cognitive behavior intervention manual designed by mothers with education level of junior high school and below can significantly improve the social anxiety of middle school students. Compared with the control group, the social anxiety symptoms of group counseling intervention group were significantly improved. Social anxiety scores decreased significantly. Group members have a high degree of satisfaction with counseling activities.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2

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