大学新生社交焦虑的社会工作介入

发布时间：2018-03-11 16:13

本文选题：大学新生　切入点：社交焦虑　出处：《南京农业大学》2013年硕士论文　论文类型：学位论文

【摘要】：大学生群体正处于青春期向成人期的转变阶段。在这个阶段,不仅要面临生理出现的变化还要面临着各方面的压力。最近几年大学生因承受不了各种压力而退学,堕落,自杀的事件时常发生。大学生之所以变得如此的脆弱、如此的不堪重负,是因为他们的身上承载了社会的希望,家长的期望,自己的理想,因此压力便接踵而至了。如今学生在高考之前唯一的任务就是学习,学习便是生活的一切,但如何料理自己的生活,如何与他人交往,如何独自应对各种事件,对他们而言却是非常陌生的课程。因此当许多新生进入大学后,由于不能适应陌生的环境、无法建立和谐的人际关系,缺少面对挫折和克服困难的勇气,从而造成了很多心理上的负面情绪。社交焦虑便是其中一种常见的负面情绪,这种负面情绪是指当个体与他人进行社会交往或是被人关注时出现的一种交织着紧张、害怕、忧虑、焦急甚至出现社交回避行为的一种复杂的负面情绪体验。社交焦虑对大学生精神及身体亚健康的状态是不容忽视的,会直接影响到大学新生人际交往,间接影响到其正常学习生活。笔者通过量表筛查和访谈法了解大学新生社交焦虑的基本状况,发现大学新生存在着不同程度的社交焦虑。这阻碍了大学生的学习生活适应能力及人格的健全发展。大学新生社交焦虑的成因有三个方面的因素,即个人因素、家庭因素和环境因素,其中个人因素是指性格内向不善于沟通,社交技能的缺乏不会与人交往,非理性的认知否定性的自我评价。家庭因素包括父母的教养方式及家庭经济条件的差异。环境因素即生活环境的变化。本研究小组工作运用治疗模式中的行为治疗、理性情绪行为疗法,对大学新生的社交焦虑进行介入。小组工作结束后,选择《症状自评量表SCL-90》及《交往焦虑量表IAS》作为评估工具对小组工作的介入效果进行了评估,通过SPSS.20.0对前后测数据进行统计分析,结果表明小组工作介入对改善大学新生社交焦虑及认知思维,降低孤独感等方面具有一定的有效性。本研究通过小组工作使案主的社交焦虑状况有所改善,但评估结果也不排除个别因子的改变是干预对象刻意有所隐瞒或者一些情境性的因素的影响。短期的小组工作介入能否真正使干预对象在社交焦虑,消极的认知思维习惯、缺乏孤独感等方面发生改变,还有待于继续探索。
[Abstract]:College students are at the stage of transition from adolescence to adulthood. At this stage, they have to face not only physiological changes, but also pressure from all sides. In recent years, college students have dropped out of school because they can't bear all kinds of pressure. Suicides often occur. The reason why college students become so vulnerable and so overwhelmed is because they carry the hope of society, the expectations of parents, the ideals of their own. So the pressure followed. Now the only task students have before the college entrance examination is to study, learning is everything, but how to take care of their own lives, how to interact with others, how to cope with all kinds of events alone, It is a very strange course for them. So when many freshmen enter university, because they can not adapt to strange environment, unable to establish harmonious interpersonal relationships, lack of courage to face setbacks and overcome difficulties, Social anxiety is one of the common negative emotions, which can be seen as a combination of tension and fear when individuals interact with others or get noticed. Anxiety, anxiety and even social avoidance behavior is a complex negative emotional experience. Social anxiety can not be ignored for the mental and physical sub-health of college students, and will directly affect the interpersonal interaction of freshmen. Indirectly affect their normal learning life. The basic status of college freshmen's social anxiety was investigated by means of scale screening and interview. It is found that college freshmen have different degrees of social anxiety, which hinders the ability of learning and life adaptation and the sound development of personality. The causes of social anxiety of freshmen are three factors, namely, personal factors. Family factors and environmental factors, among which personal factors are introverted and not good at communication, lack of social skills do not interact with people, Irrational cognitive negative self-evaluation. Family factors include differences in parental rearing styles and family economic conditions. The team used behavioral therapy and rational emotional behavioral therapy to intervene in social anxiety among freshmen. Symptom Checklist (SCL-90) and Communication anxiety scale (IAS) were selected as evaluation tools to evaluate the intervention effect of the group work. The pre-and post-test data were statistically analyzed by SPSS.20.0. The results showed that group intervention was effective in improving college freshmen's social anxiety, cognitive thinking and loneliness. In this study, the social anxiety of the victim was improved through group work. However, the evaluation results also did not rule out that the change of individual factors was influenced by the intervention objects' deliberate concealment or some situational factors. Can short-term group work intervention really make the intervention participants' social anxiety and negative cognitive thinking habits? Lack of loneliness and other aspects of change, has yet to continue to explore.
【学位授予单位】：南京农业大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：C916;C912.6

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