小组工作对学龄儿童情绪调节能力的促进研究

发布时间：2018-05-18 05:45

本文选题：学龄儿童 + 情绪问题　；参考：《福州大学》2014年硕士论文

【摘要】：研究目的：近些年来,儿童情绪问题越来越突出地呈现在家长和老师的面前,已经受到家长、心理学者和教育工作者的重视。学龄儿童的情绪调节能力尚不成熟,如若不尽早给以干预,将会引发一系列的不良后果,例如低成就、心理疾病、甚至犯罪等现象,影响学习、工作、身体健康和生活。但现有的研究中还存在针对儿童情绪问题工作方法的研究不全面的问题,目前有关这一领域的大部分研究都集中于三级干预,针对小学中高年级儿童进行的二级干预研究偏少,对于干预的效果也没有一致的结论。本研究以小组工作的方法研究小组工作对于儿童情绪问题的改善状况程度,为之后有关学龄儿童情绪问题解决方法的探究提供实践的参考,同时为相关机构制定学龄儿童有关政策提供实务依据,切实推动学龄儿童的健康发展。研究方法：本文选取重庆某小学中高年级学生作为研究对象,以学生自荐和教师或父母推荐相结合的方式来招募初试,并根据情绪智力量表(EIS)、儿童抑郁量表(CDI)、以及儿童少年生活质量量表(QLSCA)的测试结果对被试进行筛选,最终选定60名学生,分为实验组与对照组,并对实验组进行为期八周的小组活动,对照组不做任何处理,干预结束后同样采用上述三个量表进行后测,而后将前、后测得分录入统计软件SPSS19.0进行配对检验,分析干预效果。研究结论：经过小组工作干预之后,1、前后测对比,实验组被试的情绪知觉、自我情绪管理、他人情绪管理以及情绪利用等方面的调节能力显著提高,抑郁水平显著下降,实验组被试的生活质量水平显著提高；2、实验组后测与对照组后测结果相比,实验组被试的情绪知觉、自我情绪管理、他人情绪管理以及情绪利用等方面的调节能力显著提高,抑郁水平显著下降,被试的生活质量水平显著提高；3、学龄儿童对于情绪问题的认知有所提高,处理情绪问题的新技能得以增长,儿童的情绪状况得到改善,情绪管理能力有所增强。总而言之,小组工作方法对学龄儿童情绪调节能力可以起到积极的影响作用。
[Abstract]:Research objective: in recent years, children's emotional problems are more and more prominent in front of parents and teachers, and have been paid attention to by parents, psychologists and educators. The emotional regulation ability of school-age children is not yet mature. If they do not intervene as soon as possible, it will lead to a series of adverse consequences, such as low achievement, mental illness, and even crime, which will affect learning, work, physical health and life. However, the existing research still has the problem of incomplete research on the working methods of children's emotional problems. At present, most of the studies in this field focus on the three-level intervention, and the second-level intervention research for the children in the middle and senior grade of primary schools is relatively few. There is also no consistent conclusion about the effect of intervention. This study studies the degree of improvement of children's emotional problems by group work, which provides practical reference for the later exploration of solutions to emotional problems of school-age children. At the same time, it provides practical basis for relevant institutions to formulate relevant policies for school-age children, and promotes the healthy development of school-age children. Methods: in this paper, middle and senior students in a primary school in Chongqing were selected as the research objects, and the students' self-recommendation and the teacher's or parents' recommendation were used to recruit the students for the first test. According to the test results of EISL, CDI and QLSCA, 60 students were selected and divided into experimental group and control group. Group activity for eight weeks was carried out in the experimental group. The control group did not do any treatment. After the intervention, the three scales were also used for post-test, and then the scores of pre-and post-test were recorded into the statistical software SPSS19.0 for paired test to analyze the effect of intervention. Conclusion: after the intervention of group work, the control ability of emotion perception, self-emotion management, emotion management of others and emotion utilization were significantly improved, and the depression level was significantly decreased in the experimental group. The quality of life of the subjects in the experimental group was significantly improved. Compared with the post-test results of the control group, the subjects in the experimental group improved their emotional perception, self-emotion management, emotional management of others and emotional utilization. The level of depression decreased significantly, the quality of life of the subjects improved significantly, the cognition of emotional problems of school-age children improved, the new skills of dealing with emotional problems increased, and the emotional status of children was improved. The ability of emotion management has been improved. All in all, group work methods can have a positive effect on emotional regulation in school-age children.
【学位授予单位】：福州大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：C916;C913.5

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