初中流动儿童情绪体验与情绪弹性的关系及干预研究

发布时间：2018-06-04 12:11

本文选题：流动儿童 + 情绪弹性　；参考：《云南师范大学》2017年硕士论文

【摘要】：随着我国城镇化的加速发展,流动人口数量不断增加的同时流动儿童群体规模也连带扩张。因此,流动儿童作为外来群体也将同其他特殊群体一样面临着诸多问题。而其中如教育、医疗卫生、心理健康等几项主要问题将是流动儿童不得不面对的。虽然,对于这些问题的解决,国家都给予了相当的优惠政策与福利,使其教育、医疗卫生、心理健康能够得到基本的政策性保障。但是,政策的实施却是困难的,也需要一个很长的过程,尤其在心理健康方面的政策实施更是一项漫长且艰巨的任务。流动儿童由于流动的特性,其心理健康状况必然存在着诸多危机与挑战,这些危机与挑战的具体表现则是对于新环境的适应不良、问题行为严重、人际关系不良、自卑感与孤独感等一些负性事件。而负性事件的刺激程度差异及累加效果必然会带来相应程度的负性情绪体验,从而也影响流动儿童的情绪弹性水平。根据现有的研究,对于初中流动儿童的情绪体验与情绪弹性的关系研究还未有涉猎,对这一特殊群体的干预也寥寥无几。因此,对初中流动儿童情绪体验与情绪弹性的关系进行探究,并通过团体心理辅导调整其负性情绪体验的认知环节,进而促进情绪弹性的提升是可行且有必要的。本研究分为两部分。第一部分,采用《青少年情绪弹性问卷》、《正性负性情绪量表(PANAS)》对陕西省宝鸡市两所学校658名初中生进行问卷调查,以分析初中流动儿童情绪弹性、情绪体验的特点及两者关系。第二部分,采用实验组与对照组前后测的实验方法对实验组流动儿童进行团体心理辅导,并在干预前、干预后、干预后一个月分别记录两组被试的情绪弹性与情绪体验得分,依次评估团体心理辅导的即时和短期维持效果。结果发现:(1)初中流动儿童情绪弹性与情绪体验得分与非流动儿童存在显著差异,流动儿童情绪弹性与情绪体验得分显著低于非流动儿童。(2)初中流动儿童情绪弹性在性别、年级上存在显著差异,男生情绪弹性得分显著高于女生,初一、初二、初三年级情绪弹性随着年级的增高呈现依次下降的趋势。(3)初中流动儿童情绪弹性在流动时间上不存在显著差异。(4)初中流动儿童情绪体验得分在性别上存在显著差异,男生的正性情绪得分显著高于女生,女生的负性情绪得分则显著高于男生。(5)初中流动儿童情绪体验得分在年级与流动时间上不存在明显的差异性。(6)初中流动儿童情绪体验中正性情绪体验与情绪弹性存在显著正相关,负性情绪体验与情绪弹性存在显著负相关,回归分析显示正性情绪体验与负性情绪体验可以显著预测情绪弹性及各因子。(7)通过团体心理辅导,初中流动儿童情绪体验与情绪弹性都产生显著变化,团体心理辅导干预的短期维持效果较好。
[Abstract]:With the rapid development of urbanization in China, the number of floating population is increasing and the scale of floating children is also expanding. Therefore, migrant children as a foreign group will also face many problems as other special groups. Among them, such as education, health care, mental health and other major problems will be migrant children have to face. Although, to solve these problems, the state has given considerable preferential policies and welfare, so that its education, health care, mental health can be basic policy protection. However, the implementation of the policy is difficult and needs a long process, especially in the field of mental health policy implementation is a long and arduous task. Because of the characteristics of mobility, there must be many crises and challenges in the mental health of floating children. The concrete manifestation of these crises and challenges is the poor adaptation to the new environment, serious problem behavior, bad interpersonal relationship. Feelings of inferiority complex and loneliness and other negative events. The difference of stimulation degree and cumulative effect of negative events will inevitably bring about the corresponding negative emotional experience and thus affect the emotional elasticity of floating children. According to the existing research, the relationship between emotional experience and emotional elasticity of migrant children in junior high school has not been studied, and the intervention to this special group is very few. Therefore, it is feasible and necessary to explore the relationship between emotional experience and emotional elasticity of floating children in junior high school, and to adjust the cognitive link of negative emotional experience through group psychological counseling, so as to promote the promotion of emotional elasticity. This research is divided into two parts. In the first part, 658 junior middle school students from two schools in Baoji City, Shaanxi Province were investigated with the questionnaire of Adolescent emotional elasticity and positive and negative emotion scale (PANASS) to analyze the emotional elasticity, the characteristics of emotional experience and the relationship between them. In the second part, the group psychological counseling was conducted on the floating children in the experimental group before and after the intervention, and the emotional elasticity and emotional experience scores of the two groups were recorded one month before and one month after the intervention. The immediate and short-term maintenance effects of group counseling were evaluated in turn. The results showed that the scores of emotional elasticity and emotional experience of floating children in junior high school were significantly different from those of non-floating children, and the scores of emotional elasticity and emotional experience of floating children were significantly lower than those of non-floating children. There were significant differences in grade, boys' scores of emotional elasticity were significantly higher than those of girls. Emotional elasticity of junior high school students showed a downward trend with the increase of grade. (3) there was no significant difference in emotional elasticity of floating children in junior high school. 4) there was significant difference in scores of emotional experience of floating children in junior high school. The positive emotion scores of boys were significantly higher than those of girls. The score of negative emotion of female students was significantly higher than that of male students. 5) there was no significant difference in the scores of emotional experience between grade and flow time among the floating children in junior high school. 6) the positive emotional experience and emotional elasticity in the emotional experience of migrant children in junior high school There is a significant positive correlation, Negative emotional experience and emotional elasticity were significantly negatively correlated. Regression analysis showed that positive emotional experience and negative emotional experience could significantly predict emotional elasticity and various factors. There were significant changes in emotional experience and emotional elasticity of migrant children in junior high school, and the short-term maintenance effect of group psychological counseling intervention was better.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.1

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