团体沙盘游戏对大学生人际交往障碍的干预研究

发布时间：2018-03-18 16:14

本文选题：团体沙盘游戏　切入点：人际交往障碍　出处：《扬州大学》2011年硕士论文　论文类型：学位论文

【摘要】：近年沙盘游戏疗法在国内有了一定的发展,在团体心理治疗中的适用性也得到验证。本研究对扬州大学教育科学学院、数学科学学院大一、大二本科生施测郑日昌等人编制的《人际关系综合诊断量表》,发放问卷200份,选取总分超过9分以上或因子分超过5分以上的学生作为被试,检出有人际交往障碍的学生41人,随机选取34人作为被试。其中17人作为控制组,不施加心理干预；另外17人作为实验组,实施团体沙盘游戏干预。通过对比分析探讨团体沙盘游戏对大学生人际交往障碍的干预效果,并对实验组沙盘作品进行剖析,概括出人际交往障碍大学生初始沙盘及其转化作品的特征,得出如下结论： (1)团体沙盘游戏对大学生的人际交往障碍的行为层面具有良好的干预效果。干预后,控制组在与人交谈、待人接物、异性交往、总分因子上无显著差异(p0.05),交友交际因子存在显著差异(p0.05);实验组在与人交谈、交友交际、总分项目上存在极其显著性差异(p0.01),在异性交往因子上达到显著性差异(p0.05)。 (2)团体沙盘游戏对大学生的人际交往障碍的心理层面具有良好的干预效果。干预预后,SCL-90的躯体化、强迫、抑郁、焦虑等因子得分呈下降趋势,其中人际关系敏感因子呈现显著差异(p0.05)； (3)大学生人际交往障碍的团体沙盘游戏干预的效果无性别差异(p0.05)； (4)团体人数影响沙盘游戏的干预效果,4人组的团体治疗效果要优于2人组、3人组团体；(5)三个月后的追踪施测与后测结果对比显示,控制组在交友交际因子上存在显著差异(p0.05),其他因子均无显著差异(p0.05),说明个体的交友交际能力在大学生活的适应中会得到一定的成长;实验组则在在异性交往与总分因子上出现显著差异(p0.05),说明团体沙盘游戏疗法具有良好的预后效果且优于结束沙盘时的施测效果； (6)人际交往障碍大学生的沙盘特点：初始沙盘呈现封闭、个人区域化的；较少移动他人沙具；沙盘制作时间随着治疗的深入而延长;转化治愈的过程中,人物与自我像的数量呈螺旋上升趋势,人物由幼稚、弱者等形象逐渐向自信、美丽的形象转变。
[Abstract]:In recent years, sand game therapy has been developed in China, and its applicability in group psychotherapy has also been verified. The "Comprehensive Diagnostic scale for interpersonal relationships", developed by Zheng Richang, a sophomore undergraduate, was sent out with 200 questionnaires. Students with a total score of more than 9 points or a factor score of more than 5 points were selected as subjects, and 41 students with interpersonal communication disorders were detected. 34 subjects were randomly selected. 17 of them were used as control group without psychological intervention, and the other 17 as experimental group. The intervention effect of group sand table game on interpersonal communication obstacle of college students was discussed through comparative analysis, and the sand table works of experimental group were analyzed. This paper summarizes the characteristics of the initial sand table and its transformation works of college students with interpersonal difficulties, and draws the following conclusions:. After the intervention, the control group was talking with people, treating people, and communicating with the opposite sex. There was no significant difference in total score (p0.05), but significant difference in making friends (p0.05). In the experiment group, there were extremely significant differences in talking with people and making friends, and there was a significant difference in total subitems (p0.01), and significant difference was achieved in heterosexual communication factors (p0.05). (2) Group Sand play had a good intervention effect on the psychological level of college students' interpersonal communication disorder. The scores of somatization, compulsion, depression and anxiety of SCL-90 were decreased. The sensitive factors of interpersonal relationship showed significant difference (p0.05). 3) there was no gender difference in the effect of group sand game intervention on college students' interpersonal communication disorder (p 0.05); (4) the intervention effect of group number affecting sand table game was better than that of group treatment in 4-member group than that in 2-member group and 3-member group (5%) after 3 months, the results of follow-up test and posttest were compared. There was significant difference in the factors of making friends in the control group (p0.05), but there was no significant difference in the other factors (p0.05), which indicated that the ability of making friends would grow in the adaptation of college life. In the experimental group, there was significant difference in the factors of heterosexual interaction and total score, which indicated that the group sand game therapy had a good prognostic effect and was superior to the test effect at the end of the sand table. 6) the characteristics of sand table of college students with interpersonal disorder: the initial sand table is closed, personal regionalization; less moving others sandset; the sand table production time prolongs with the deepening of treatment; the process of transformation and cure, The number of characters and self-images is spiraling upward. The characters gradually change from childish and weak images to self-confident and beautiful images.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：B849;C912.1

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