团体沙盘游戏与认知行为疗法对医学专科生学业效能感的干预效果比较

发布时间：2018-10-04 19:20

【摘要】：目的探讨团体沙盘游戏与团体认知行为疗法对医学专科生学业效能感的干预效果,为寻找更有效的医学生精神卫生干预途径提供参考。方法使用"学业自我效能感量表"从湖南省某医学专科学校中筛选出总分低于69分或分量表低于36分的48名学生,随机均分成团体沙盘游戏组、认知行为组和对照组,进行为期7周的心理干预,分别于干预1周、1个月后,再次使用该量表评估心理干预的效果。结果干预前,沙盘游戏组、认知行为组及对照组在学习能力自我效能、学习行为自我效能及总分上差异均无统计学意义(F值分别为1.238,0.233,0.324,P值均0.05)。干预1周、1个月后,沙盘游戏组与认知行为组除干预1个月后学习行为自我效能感得分与干预前差异无统计学意义外(P值均0.05),学业自我效能感其余各维度得分较干预前均明显升高,且差异均有统计学意义(P值均0.05)。结论团体沙盘游戏疗法对医学专科生学习行为自我效能感的干预持久性优于认知行为疗法。
[Abstract]:Objective to explore the intervention effect of group sand game and group cognitive behavior therapy on academic efficacy of medical college students, and to provide reference for finding more effective approaches to mental health intervention of medical students. Methods Forty-eight students with total score below 69 or subscale below 36 were selected from a medical college in Hunan Province using the academic Self-efficacy scale. They were randomly divided into three groups: group Sand Group, Cognitive behavior Group and Control Group. The psychological intervention was conducted for 7 weeks. After one week and one month, the scale was used again to evaluate the effect of psychological intervention. Results before intervention, there was no significant difference in learning ability self-efficacy, learning behavior self-efficacy and total score between the game group, cognitive behavior group and control group (F = 1.238). Intervention for one week, one month later, The scores of learning behavior self-efficacy in the game group and the cognitive behavior group were not significantly different from those before intervention (P < 0.05), and the scores of other dimensions of academic self-efficacy were significantly higher than those before intervention, except the scores of learning behavior self-efficacy after one month of intervention were not significantly different from those before intervention (P < 0.05). The difference was statistically significant (P 0.05). Conclusion the intervention persistence of group sand game therapy on learning behavior self-efficacy of medical college students is better than cognitive behavior therapy.
【作者单位】：邵阳医学高等专科学校;
【基金】：湖南省教育厅科学研究项目(13C869)
【分类号】：B842.1

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