沟通分析对初中生亲子沟通的干预研究

发布时间：2018-06-12 14:58

本文选题：初中生 + 亲子沟通　；参考：《山西大学》2011年硕士论文

【摘要】：青少年时期是个体由不成熟向成熟过渡的关键时期,青少年的身体及自我意识迅速发展,产生“成人感”,要求独立自主,但是一些父母依然把他们当儿童看待。这样,青少年与父母之间就比较容易产生摩擦,导致亲子冲突。研究表明,目前我国初中生亲子沟通现状并不理想,存在沟通频率低且质量差的现象,严重阻碍了一些青少年的健康成长,影响其家庭和谐,不利于社会稳定。本研究旨在通过实验研究验证TA技术对我国初中生亲子沟通的干预效果,以探索一种有效且易于被人们所掌握的亲子沟通方法。本研究对缓解我国青少年与其父母的冲突、促进青少年的健康成长、维护其家庭和谐与社会稳定具有重要意义。研究1利用青少年亲子沟通心理问卷(PACT)对277名初中生的亲子沟通状况进行了调查；研究2筛选存在亲子沟通不良状况的初中生及其家长18对,分为实验组和对照组。实验组接受了为期四周共计十六小时的TA团体心理辅导,并在实验干预结束三个月后进行追踪测试；研究3选择一个家庭进行了TA个案辅导。结果如下： (1)亲子沟通在性别、年级、是否独生子女、家庭所在地、父母角色等变量上存在差异性,表现为：初中生与母亲的沟通要好于与父亲的沟通；女生与母亲的沟通要好于男生与母亲的沟通；亲子沟通状况随年级升高而逐渐下降；独生子女在整体及能力维度要好于非独生子女,非独生子女在动力维度要强于独生子女；在参与倾向性、情感需要、理解、沟通灵活性以及动力维度和总分上,农村初中生显著高于城市学生；而在轻松感和积极倾听上,城市初中生要显著高于农村初中生。 (2)亲子沟通团体心理辅导显著改善了亲子沟通的轻松感、积极倾听以及开放的表达。TA团体辅导对改善初中生的亲子沟通状况是有效的。 (3)三个月后亲子沟通在轻松感、积极倾听以及开放的表达等维度上的变化依然显著,表明针对亲子沟通状况不良所设计的TA团体心理辅导方案对于改善初中生的亲子沟通具有持续性的效果。 (4)TA个案辅导也被证实对改善初中生亲子沟通具有良好效果。结论：TA对改善初中生亲子沟通作用显著,效果肯定。
[Abstract]:Adolescence is the key period of individual transition from immaturity to maturity. The body and self-consciousness of teenagers develop rapidly, which produces "adult sense" and requires independence, but some parents still treat them as children. In this way, adolescents and parents are more prone to friction, leading to parent-child conflict. The research shows that the present situation of parent-child communication among junior high school students in China is not ideal, and the phenomenon of low communication frequency and poor quality seriously hinders the healthy growth of some teenagers, affects their family harmony, and is not conducive to social stability. The purpose of this study was to verify the intervention effect of TA technology on parent-child communication among junior high school students in China, so as to explore an effective and easily grasped method of parent-child communication. This study is of great significance in alleviating the conflict between Chinese teenagers and their parents, promoting their healthy growth, and maintaining their family harmony and social stability. Study 1 investigated 277 junior high school students' parent-child communication status by using the Parent-Child Communication Psychological questionnaire (pact), and 2 selected 18 pairs of junior high school students and their parents with poor parent-child communication, which were divided into two groups: experimental group and control group. The experimental group received a total of 16 hours of psychological counseling for a total of four weeks, followed by follow-up tests three months after the end of the experimental intervention; study 3 selected a family for TA case counseling. The results are as follows: (1) Parent-child communication is different in gender, grade, only child, location of family, role of parents, and so on, which shows that communication between junior high school students and mother is better than that with father; The communication between girls and mothers is better than that between boys and mothers; the communication between parents and children decreases gradually with the increase of grade; the only child is better than the non-only child in the overall and ability dimensions, and the non-only child is stronger than the only child in the dynamic dimension. Rural junior middle school students were significantly higher than urban students in terms of participation orientation, emotional needs, understanding, communication flexibility, motivation dimensions and total scores, while in terms of ease and active listening, rural junior high school students were significantly higher than urban students. Urban junior high school students were significantly higher than rural junior high school students. 2) Parent-child communication group counseling significantly improved the ease of parent-child communication. Positive listening and open expression. TA group counseling is effective in improving parent-child communication of junior high school students. 3) after 3 months, the changes in the dimensions of parent-child communication, positive listening and open expression are still significant. The results showed that the TA group psychological counseling program designed for poor parent-child communication had a sustained effect on improving parent-child communication of junior high school students, and the case counseling was also proved to have a good effect on improving parent-child communication among junior high school students. ConclusionThe effect of% TA on improving parent-child communication of junior high school students is significant and positive.
【学位授予单位】：山西大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：B844.2

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