团体辅导提高大学生心理素质的影响因素研究

发布时间：2018-06-25 02:56

本文选题：团体辅导 + 大学生　；参考：《山西医科大学》2006年硕士论文

【摘要】： [目的]本次研究从我国大学新生存在的心理问题为出发点,以大学一年级学生为研究对象,通过开放性、结构性团体辅导的形式进行干预,研究团体辅导对提高大学生心理素质的影响因素,为提高大学生团体心理干预效果提供依据。 [方法]以山西医科大学一年级自愿选修心理学课程的学生435人作为研究对象,用一般情况问卷(自行设计)、艾森克人格问卷(EPQ)、焦虑自评量表(SAS)、抑郁自评量表(SDS)、自我和谐量表(SCCS)作为测量工具,进行基线测量,在团体辅导后重复进行SAS和SDS的测量。采用均数和标准差进行各心理量表得分的描述,采用t检验、方差分析对各心理量表得分的影响因素进行分析。多元逐步回归被用来探索各量表得分改变的影响因素。 [结果]团体辅导前后焦虑和抑郁得分的差异均有统计学意义(t=5.082,P=0.000; t=3.375,P=0.001)。影响团体辅导效果的主要影响因素为:神经质(Beta =0.108)、想让自己更自信的愿望(Beta =0.102)、自信心(Beta =-0.098)和性别(Beta =-0.117)。神经质和想让自己更自信的愿望与辅导前、后焦虑得分呈正相关,自信心与辅导前、后抑郁得分呈负相关,即情绪越稳定,有想让自己更自信的愿望,自信心评分低,则焦虑和抑郁的改变就大,团体辅导的效果就越明显。 [结论](1)影响团体辅导的主要影响因素为:神经质、想让自己更自信、自信心和性别。(2)开放性团体辅导效果明显,值得进一步推广。(3)对今后团体辅导的几点建议:在改善抑郁和焦虑的方案设计中,应该将认识自我,了解自我,接纳自我作为重点;在团体辅导中对于不自信和情绪波动较大的学生应给予较多的关注和帮助。对于没有想让自己更自信的愿望的学生,应多与其沟通,帮助其树立提高自己心理素质的愿望;在团体辅导中应根据以上影响因素多设计一些相关活动,如音乐冥想可以用来平复情绪,共同完成一项任务可以学习与他人沟通、交往等;在团体辅导中适当增加理论分量,将有利于大学生的自我教育和自我调节能力的培养。
[Abstract]:[Objective] to study the psychological problems of College Freshmen in our country as the starting point, taking the first grade students as the research object and intervening through the form of openness and structural group guidance, to study the influence factors of group counseling on improving the psychological quality of college students, and to provide a basis for improving the effect of College Students' psychological intervention.
[Methods] 435 students of the first grade psychology course of Shanxi Medical University were used as the research subjects. The general situation questionnaire (self-designed), Eysenck Personality Questionnaire (EPQ), self rating Anxiety Scale (SAS), self rating Depression Scale (SDS), and self harmony scale (SCCS) were used as measuring tools to carry out baseline measurement and to be repeated after group counseling. The measurements of SAS and SDS were carried out. The scores of each mental scale were described by mean and standard deviation. The factors affecting the scores of each mental scale were analyzed by t test and variance analysis. The factors of the change of each scale were explored by multiple stepwise regression.
[results] the differences in anxiety and depression scores before and after group guidance were statistically significant (t=5.082, P=0.000; t=3.375, P=0.001). The main influencing factors affecting group guidance were: Neuroticism (Beta =0.108), desire to make oneself more confident (Beta =0.102), self confidence (Beta =-0.098) and sex (Beta =-0.117). Neuroticism and want to make oneself The more confident desire was positively correlated with the post and post anxiety scores, and the confidence was negatively correlated with the post depression score, that is, the more stable the mood, the desire to make self confident, the lower confidence score, the greater change of anxiety and depression, the more obvious the effect of group counseling.
[Conclusion] (1) the main influencing factors of group guidance are: Neuroticism, want to make themselves more confident, self-confidence and sex. (2) the effect of open group guidance is obvious and worthy of further promotion. (3) some suggestions for the future group guidance: in the design of improvement of depression and anxiety, we should recognize self, understand self, accept self. In group coaching, students who are not confident and with greater mood swings should be given more attention and help. Students who do not want to make themselves more confident should communicate with them and help them to establish their desire to improve their psychological quality. In group counseling, some related activities should be designed according to the above factors. For example, music meditation can be used to calm down emotions, to accomplish a task together to learn to communicate with others, to communicate, and so on. In group counseling, appropriate increase in theoretical weight will help college students' self-education and self-regulation.
【学位授予单位】：山西医科大学
【学位级别】：硕士
【学位授予年份】：2006
【分类号】：B844.2

【引证文献】