中职生孤独感现状及团体心理辅导干预研究

发布时间：2019-03-25 20:56

【摘要】：中职生的年龄大约处在16到19岁之间,这一年龄阶段正处于青春期。青春期是中职生生长和发育的重要阶段,必然会经历生理和心理等诸多方面的变化。孤独是中职生广泛存在的心理感受。中职生的自我意识日趋成熟,有独处的必要,以便反思自己以往的言行,从中汲取教训,更好地确定自己未来的生活道路。但是,如果处理不好这种孤独的状态,就会演变成孤独感。强烈的孤独感会给他们带来诸多负面影响,诸如与人交往紧张、抑郁、不善言辞、遇事容易冲动发怒,甚至违法犯罪、厌世轻生等。影响中职生的正常生活社交和学习。本研究以中职生作为研究对象,探讨中职生孤独感现状,并采取团体心理辅导的方式对中职生孤独感进行干预研究。研究一,中职生孤独感状况研究在河北省选取部分中等职业技术学校,发放邹泓修订的《青少年孤独感量表》对中职生的孤独感状况进行普测,并回收。运用SPSS19.0对回收数据进行整理统计与分析。研究二,缓解中职生孤独感的干预研究被试:在河北省内随机抽取某职业中专学院高一年级的两个班,将其中一班作为实验组,另一班则作为对照组。每组30人。方法:在实验组与对照组班分别同时发放并填写《青少年孤独感量表》并回收。采用SPSS19.0对回收的问卷进行统计与检测,检验两组被试是否具有同质性。对实验组进行为期八周的以缓解孤独感为主题的团体心理辅导干预,而不对对照组进行干预。团体心理辅导结束后,实验组和对照组分别再次填写《青少年孤独感量表》。此外,实验组另需完成《团体活动评价表》并上交作业。采用SPSS19.0对团辅干预结果进行检测与分析。研究得出的主要结论如下:(1)在中职生中,低孤独感16.3%,高孤独感15.7%。(2)中职生在不同维度上的孤独感感受为“对自己社交能力的评价”“对目前同伴关系的评价”“纯孤独感”“对重要关系未满足的知觉”。(3)中职生在不同年级、不同性别的孤独感状况上差异不显著。(4)不同家庭类型与中职生孤独感有关,双亲家庭环境成长下的中职生的孤独感在各个维度上显著低于单亲和其它两种家庭类型中职生的孤独感。(5)是否住宿与中职生孤独感有关。较之非住宿生,住宿生在“对目前同伴关系的评价”“对重要关系未满足感的评价”两个维度上得分偏低。(6)家庭月收入与中职生孤独感有关。家庭月收入在1000-3000者比家庭月收入3000-5000和5000以上者在“纯孤独感”和“对自己社交能力的评价”两个维度上得分高,孤独感高。(7)是否班干部与中职生孤独感有关。班干部与非班干部的学生在“对自己社交能力的评价”和“对重要关系未满足的知觉”这两个维度上差异均显著,班干部孤独感得分较低,非班干部感受到更强的孤独感。(8)团体心理辅导对缓解中职生孤独感效果显著。
[Abstract]:Secondary vocational school students are between 16 and 19 years of age, which is at puberty. Puberty is an important stage of growth and development of secondary vocational school students, and it will inevitably undergo physiological and psychological changes. Loneliness is a widespread psychological feeling of secondary vocational school students. The self-consciousness of secondary vocational school students is maturing day by day, and it is necessary to be alone in order to reflect on their past words and deeds, draw lessons from them, and better determine their future life path. However, if this state of loneliness is not handled properly, it can become a sense of loneliness. A strong sense of loneliness can have many negative effects on them, such as intense communication, depression, ineloquence, impulsive anger, even crime, life-aversion and so on. Affect the normal life of secondary vocational school students socializing and learning. This research takes the secondary vocational school students as the research object, probes into the present situation of the secondary vocational school students' loneliness, and carries on the intervention research to the secondary vocational school students' loneliness by the way of group psychological guidance. Study 1. Study on loneliness of secondary vocational school students in Hebei Province, selected some secondary vocational technical schools, issued Zou Hong's revised Youth Lonely scale to test the loneliness of secondary vocational school students, and recovered the loneliness status of secondary vocational school students. SPSS19.0 was used to collate and analyze the collected data. Study 2, intervention study on alleviating loneliness of secondary vocational school students: two classes were randomly selected from a vocational secondary school in Hebei province, one of which was used as the experimental group and the other as the control group. There are 30 people in each group. Methods: the adolescent loneliness scale was issued and filled out at the same time in the experimental group and the control group. The collected questionnaires were counted and tested by SPSS19.0 to test the homogeneity of the two groups. The experimental group was treated with 8-week group psychological counseling with the theme of alleviating loneliness, but not in the control group. After group psychological counseling, the experimental group and the control group were re-filled in the adolescent loneliness scale. In addition, the experimental group needs to complete the group activity evaluation form and hand in the assignment. SPSS19.0 was used to detect and analyze the results of group-assisted intervention. The main conclusions of the study are as follows: (1) among secondary vocational school students, 16.3% have a low sense of loneliness. High loneliness 15.7%. (2) the sense of loneliness of secondary vocational school students in different dimensions is "evaluation of their social ability", "evaluation of current peer relationship", "pure loneliness" perception of unsatisfied important relationship ". (2) Secondary vocational school students' feeling of loneliness in different dimensions is" evaluation of their social ability "," pure loneliness "and" unsatisfied perception of important relationship ". "(3) Secondary vocational students are in different grades, There was no significant difference in loneliness between different sexes. (4) different family types were related to loneliness of secondary vocational school students. The loneliness of secondary vocational school students growing up in parents' family environment was significantly lower than that of single parents and other two family types of secondary vocational school students in each dimension. (5) whether the accommodation was related to the loneliness of secondary vocational school students was related to the loneliness of secondary vocational school students. Compared with non-boarding students, the scores of residential students were lower in two dimensions: "Evaluation of current peer relationship" and "evaluation of undersatisfaction of important relationship". (6) the monthly family income was related to loneliness of secondary vocational school students. Those with monthly family income of 1000 to 3000 were higher than those with monthly income of 3000 and more than 5000 on the two dimensions of "pure loneliness" and "evaluation of their social ability". (7) whether class cadres were related to loneliness of secondary vocational school students was found to be higher than that of those who had a monthly income of 1 000 to 3 000 and more than 5000 in terms of "pure loneliness" and "evaluation of their social ability". The students of class cadres and non-class cadres had significant differences in the two dimensions of "evaluation of their social ability" and "perception of unsatisfied important relations". The scores of loneliness of class cadres were lower than those of non-class cadres, and there was a significant difference between class cadres and non-class cadres in the two dimensions. Non-class cadres feel a stronger sense of loneliness. (8) Group psychological guidance has a significant effect on alleviating loneliness of secondary vocational school students.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B842

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