现实疗法对初中生手机依赖的团体干预研究

发布时间：2018-06-18 12:22

本文选题：初中生 + 手机依赖　；参考：《江西师范大学》2017年硕士论文

【摘要】：研究目的:本研究旨在探讨现实疗法对初中生手机依赖的团体干预效果以及孤独感、人际关系与手机依赖的关系,并试图揭示初中生群体在团体活动中手机依赖改善的可能性及途径,从而达到帮助其持续改善手机依赖状况、降低孤独感,提升人际关系的目的,进而为学校心理健康教育提供新的参考。研究方法:在南昌市洪都中学初一、初二年级随机抽取633名学生发放手机依赖指数问卷、孤独问卷和人际关系综合诊断问卷,对所得数据进行差异比较,分析孤独感、人际关系与手机依赖的关系;筛选手机依赖者45人,随机分为3组(现实疗法干预组、一般干预组、不干预组)进行团体辅导干预,结束后进行后测,并且在三个月后再次进行延时后测,通过方差分析和多重比较验证现实疗法对初中生手机依赖的干预效果和延时效果。研究结果:(1)初中生手机依赖者和非手机依赖者在孤独感总分与人际关系总分上存在显著差异(p0.05);(2)后测中,现实疗法干预组、一般干预组和不干预组在手机依赖总分及其四个子维度、孤独感总分、人际关系总分及其子维度上均存在显著差异(p0.01);现实疗法干预组分别与一般干预组、不干预组在各个维度上均存在显著差异(p0.01);(3)延时后测中,三组在手机依赖总分及其四个子维度上均存在显著差异(p0.05)。研究结论:(1)洪都中学初中生手机依赖整体上处于较低水平,但存在一定比例的手机依赖者,其检出率为7.6%,手机依赖给初中生带来的危害不容忽视;(2)初中生手机依赖在性别上不存在显著差异,在年级上存在显著差异:初一年级手机依赖水平高于初二年级;(3)手机依赖会影响初中生的孤独感和人际关系,手机依赖者孤独感水平更高,人际关系更不和谐,改善初中生手机依赖情况可以降低其孤独感,提升其人际关系;(4)现实疗法团体辅导对初中生手机依赖的干预效果要好于一般手机依赖团体辅导,并且其延时效果也较好,即:现实疗法团体干预组一般团体干预组不干预组,这为改善初中生手机依赖提供了新的解决途径。
[Abstract]:Objective: the purpose of this study was to explore the group intervention effect of realistic therapy on mobile phone dependence of junior high school students, as well as the relationship between loneliness, interpersonal relationship and mobile phone dependence. It also tries to reveal the possibility and ways to improve the mobile phone dependence of junior high school students in group activities, so as to help them to continuously improve their mobile phone dependence status, reduce loneliness and enhance interpersonal relationships. Then it provides a new reference for school mental health education. Methods: in Nanchang Hongdu Middle School, 633 students were randomly selected to distribute mobile phone dependence index questionnaire, loneliness questionnaire and interpersonal relationship comprehensive diagnosis questionnaire. The relationship between interpersonal relationship and mobile phone dependence, 45 patients were selected and randomly divided into 3 groups (reality therapy intervention group, general intervention group, non-intervention group) for group counseling intervention. After three months, delay posttest was carried out again, and the intervention effect and delay effect of realistic therapy on mobile phone dependence of junior high school students were verified by ANOVA and multiple comparisons. Results: (1) there were significant differences in the total scores of loneliness and interpersonal relationship between mobile phone dependent and non-mobile dependent junior high school students. There were significant differences between the general intervention group and the non-intervention group in the total score of mobile phone dependence and its four sub-dimensions, the total score of loneliness, the total score of interpersonal relationship and its sub-dimension. There was significant difference between the three groups in the total score of cell phone dependence and its four sub-dimensions in the delayed posttest (p0.01) and the three groups had significant differences in the total score of cell phone dependence and its four sub-dimensions. Conclusion: 1) the mobile phone dependence of junior high school students in Hongdu is at a relatively low level, but there is a certain proportion of people who depend on mobile phones. The detection rate of mobile phone dependence on junior high school students can not be ignored. (2) there is no significant difference in the gender of mobile phone dependence among junior high school students. There were significant differences in grade 1: the level of mobile phone dependence in grade 1 was higher than that in grade 2) cell phone dependence would affect the loneliness and interpersonal relationship of junior high school students, and the level of loneliness and interpersonal relationship of those who depended on mobile phone was higher, and the interpersonal relationship was more disharmonious. Improving the situation of mobile phone dependence of junior high school students can reduce their loneliness and enhance their interpersonal relationship. 4) the intervention effect of group counseling on mobile phone dependence of junior high school students is better than that of general mobile phone dependence group counseling, and the delay effect is also better. That is: group intervention group, general group intervention group, non-intervention group, which provides a new solution to improve mobile phone dependence of junior high school students.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2

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