理性情绪教育对中职学生心理健康状况的干预研究

发布时间：2018-09-09 08:57

【摘要】：为了了解理情教育课程对中职学生心理健康状况的影响,本研究采用实验法、测量法和个案法进行研究。首先,对学生的基本心理状况有初步的了解,用SCL-90症状自评量表对其进行前测。其次,运用理性情绪教育课程对实验班进行为期3个月的,每周两节,每节课45分钟,共十个单元24节课的干预。运用问卷对实验班和对照班进行后测,同时配合个别访谈来观察其心理健康状况的变化情况。研究结果显示：1.SCL-90症状自评量表上,课程干预前,实验班和对照班不存在显著的差异,在课程干预完成后,实验班和对照班在抑郁、敌对、偏执三个因子上出现了显著的差异；实验班在课程干预的前测和后测中,在躯体化、敌对、恐怖、人际敏感、精神病性、焦虑、强迫、抑郁、偏执和其他十个因子上相对于前测存在着显著的差异,且这十个因子在实验的后测数据当中分数都有显著的降低。对照班的前后测成绩在症状自评量表上没有显著的变化。2.在个案研究中,该生在六次理性情绪疗法的咨询后,心理健康状况和情绪状态有了明显的改善,SCL-90症状自评量表的各因子得分上均有所下降。3.干预结束后,通过对学生的开放性问卷调查、个别访谈以及对于任课老师的访谈发现,学生们在调节不良情绪和应对挫折以及人际沟通方面有所改善,掌握了一些调控情绪的方法。4.理性情绪教育对中职学生的心理健康状况有着显著的提高,解决情绪困扰的能力增强。
[Abstract]:In order to understand the influence of the curriculum on the mental health of secondary vocational school students, this study adopts experimental method, measurement method and case method to study. First of all, we have a preliminary understanding of the basic psychological state of the students, and pre-test them with the SCL-90 symptom Checklist-90 (SCL-90). Secondly, the experimental class was treated with rational emotion education course for three months, two sessions a week for 45 minutes, and there were 10 units and 24 classes. The mental health status of the experimental class and the control class were observed by using the questionnaire and the individual interviews were used to observe the changes of the mental health status of the experimental class and the control class. The results showed that: 1. There was no significant difference between the experimental class and the control class before the course intervention, but there were significant differences between the experimental class and the control class in the three factors of depression, hostility and paranoia after the completion of the course intervention. There were significant differences in somatization, hostility, phobia, interpersonal sensitivity, psychosis, anxiety, compulsion, depression, paranoid ideation and other ten factors. The scores of these ten factors were significantly decreased in the post-test data of the experiment. There was no significant change in the symptom Checklist (SCL-90) in the control class before and after the test. In the case study, after six rational emotional therapy consultations, the mental health status and emotional state of the student were significantly improved. The scores of each factor of SCL-90 symptom checklist decreased by 0.3. After the intervention, through an open questionnaire survey, individual interviews and interviews with teachers, we found that the students have improved in regulating bad emotions, coping with setbacks and interpersonal communication. Master some emotional regulation methods. 4. Rational emotional education can significantly improve the mental health of secondary vocational school students and improve their ability to solve emotional distress.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：B842.6

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