表达性艺术治疗对大学生团体归属感的影响
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摘要
采用自然实验法探讨表达性艺术治疗对大学生团体归属感的干预效果。筛选大致匹配的大学生随机分配2组,对实验组开展持续10周、每周1次2小时的团体表达性艺术治疗,对照组不做干预处理。结果显示,表达性艺术治疗干预方案有助于提升大学生团体归属感各维度得分、总分及自尊水平,降低小组交流恐惧、会议交流恐惧和总交流恐惧,但对改善社交焦虑、二人交流恐惧和公众交流恐惧效果不明显。
Natural experimental method was used to explore the intervention effect of expressive art therapy on college students' sense of group belonging. Selected college students were randomly divided into two groups which are experimental group and control group. The students in experimental group received two-hour expressive art therapy once a week, and the therapy last for ten weeks. While students in control group experienced no intervention. The results showed that the expressive art therapy helped to improve students' sense of group belonging in all dimensions and total scores as well as self-esteem. Moreover, it reduced the group communication apprehension, conference communication apprehension and total communication apprehension. However, expressive art therapy had no obvious effect on solving social anxiety, social communication apprehension and public communication apprehension.
Natural experimental method was used to explore the intervention effect of expressive art therapy on college students' sense of group belonging. Selected college students were randomly divided into two groups which are experimental group and control group. The students in experimental group received two-hour expressive art therapy once a week, and the therapy last for ten weeks. While students in control group experienced no intervention. The results showed that the expressive art therapy helped to improve students' sense of group belonging in all dimensions and total scores as well as self-esteem. Moreover, it reduced the group communication apprehension, conference communication apprehension and total communication apprehension. However, expressive art therapy had no obvious effect on solving social anxiety, social communication apprehension and public communication apprehension.
引文
[1]王凤兰,韦志中.团体心理咨询本土化的新途径——表达性艺术治疗团体的本土化意义[J].老区建设,2010(18):25-26.
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[3]倪婷,胡冰霜.近十年艺术治疗在中国的应用情况及发展趋势[J].西南交通大学学报(社会科学版),2012,13(3):92-97.
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[5]苏哲.绘画疗法对初中生低自尊的干预研究[D].重庆:重庆师范大学,2016.
[6]阎博,樊富珉,杨芊.舞动团体对大学生身体自我概念及自尊的影响[J].中国临床心理学杂志,2018,26(2):405-409.
[7]李永慧.舞动心理团体辅导对大学生社交焦虑的干预[J].中国健康心理学杂志,2016,24(7):1059-1063.
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[9]史琼.音乐疗法及其在大学生心理辅导中的应用研究[D].合肥:安徽医科大学,2008.
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[11]HILL K E,LINEWEAVER T T.Improving the short-term affect of grieving children through art[J].Art Therapy Journal of the American Art Therapy Association,2016,33(2):91-98.
[12]王斌,张思宇,钟雪梅,等.表达性艺术治疗团体辅导对大学新生人际关系的影响[J].中国城市经济,2011(20):137-138.
[13]李佳.发展性艺术治疗在大学生社会适应教育中的应用研究[J].山东青年政治学院学报,2015,31(3):78-82.
[14]KEVIN M K.Best practices in the performing arts:transformation and flourishing in a progressive summer dance theater program for adolescents[J].Journal of Dance Education,2013,13(3):71-77.
[15]JANG H,CHOI S.Increasing ego-resilience using clay with low SES (Social Economic Status) adolescents in group art therapy[J].Arts in Psychotherapy,2012,39(4):245-250.
[16]RUVALCABA N A,GALLEGOS J,BORGES A,et al.Extracurricular activities and group belonging as a protective factor in adolescence[J].2017,23(1):45-51.
[17]叶一舵,熊猛.团体归属感对城市农民工子女心理健康的影响及其内部机制[J].福建师范大学学报(哲学社会科学版),2013(4):156-166.
[18]王梦婕.学校归属感问题研究综述[J].绥化学院学报,2013,33(6):136-139.
[19]包克冰,徐琴美.学校归属感与学生发展的探索研究[J].心理学探新,2006,26(2):51-54.
[20]陈晶晶,翁晶,魏叶莹,等.福建高校大学生团体归属感与主观幸福感关系研究[J].校园心理,2011,9(6):369-371.
[21]黄育艺,叶一舵.初中阶段农民工子女的团体归属感及其影响因素[J].基础教育,2012(3):96-105.
[22]彭丽娟,陈旭,雷鹏,等.流动儿童的学校归属感和学校适应:集体自尊的中介作用[J].中国临床心理学杂志,2012,20(2):237-239.
[23]章学云.表达性艺术治疗研究综述[J].上海教育科研,2018(2):78-81.
[24]汪向东,王希林,马弘.心理卫生评定量表手册(增订版)[M].北京:中国心理卫生杂志社,1999.
[25]袁焱.沙盘游戏疗法对大学生集体归属感的干预研究[J].南昌教育学院学报,2012(8):153-154.
[26]李英,刘爱书,张守臣.团体心理辅导对大学生人际交往焦虑的影响[J].中国健康心理学杂志,2005(4):252-256.
[27]牛小娜,王勇,周一平,等.表达性艺术治疗对抑郁症残留症状疗效随机对照研究[J].精神医学杂志,2014,27(5):328-330.
[2]WALLINGFORD N.Expressive art therapy:powerful medicine for wholeness and healing[D].California:Pacifica Graduate Institute,2009.
[3]倪婷,胡冰霜.近十年艺术治疗在中国的应用情况及发展趋势[J].西南交通大学学报(社会科学版),2012,13(3):92-97.
[4]孟沛欣.精神分裂症患者绘画艺术评定与绘画艺术治疗干预[D].北京:北京师范大学,2004.
[5]苏哲.绘画疗法对初中生低自尊的干预研究[D].重庆:重庆师范大学,2016.
[6]阎博,樊富珉,杨芊.舞动团体对大学生身体自我概念及自尊的影响[J].中国临床心理学杂志,2018,26(2):405-409.
[7]李永慧.舞动心理团体辅导对大学生社交焦虑的干预[J].中国健康心理学杂志,2016,24(7):1059-1063.
[8]张雯.舞动心理团体辅导对大学生心理健康发展的实验研究[D].北京:北京师范大学,2007.
[9]史琼.音乐疗法及其在大学生心理辅导中的应用研究[D].合肥:安徽医科大学,2008.
[10]HILDE H,HESTAD K A,LIEN L,et al.Expressive art therapy for psychosis:A multiple case study[J].The Arts in Psychotherapy,2013,40(3):312-321.
[11]HILL K E,LINEWEAVER T T.Improving the short-term affect of grieving children through art[J].Art Therapy Journal of the American Art Therapy Association,2016,33(2):91-98.
[12]王斌,张思宇,钟雪梅,等.表达性艺术治疗团体辅导对大学新生人际关系的影响[J].中国城市经济,2011(20):137-138.
[13]李佳.发展性艺术治疗在大学生社会适应教育中的应用研究[J].山东青年政治学院学报,2015,31(3):78-82.
[14]KEVIN M K.Best practices in the performing arts:transformation and flourishing in a progressive summer dance theater program for adolescents[J].Journal of Dance Education,2013,13(3):71-77.
[15]JANG H,CHOI S.Increasing ego-resilience using clay with low SES (Social Economic Status) adolescents in group art therapy[J].Arts in Psychotherapy,2012,39(4):245-250.
[16]RUVALCABA N A,GALLEGOS J,BORGES A,et al.Extracurricular activities and group belonging as a protective factor in adolescence[J].2017,23(1):45-51.
[17]叶一舵,熊猛.团体归属感对城市农民工子女心理健康的影响及其内部机制[J].福建师范大学学报(哲学社会科学版),2013(4):156-166.
[18]王梦婕.学校归属感问题研究综述[J].绥化学院学报,2013,33(6):136-139.
[19]包克冰,徐琴美.学校归属感与学生发展的探索研究[J].心理学探新,2006,26(2):51-54.
[20]陈晶晶,翁晶,魏叶莹,等.福建高校大学生团体归属感与主观幸福感关系研究[J].校园心理,2011,9(6):369-371.
[21]黄育艺,叶一舵.初中阶段农民工子女的团体归属感及其影响因素[J].基础教育,2012(3):96-105.
[22]彭丽娟,陈旭,雷鹏,等.流动儿童的学校归属感和学校适应:集体自尊的中介作用[J].中国临床心理学杂志,2012,20(2):237-239.
[23]章学云.表达性艺术治疗研究综述[J].上海教育科研,2018(2):78-81.
[24]汪向东,王希林,马弘.心理卫生评定量表手册(增订版)[M].北京:中国心理卫生杂志社,1999.
[25]袁焱.沙盘游戏疗法对大学生集体归属感的干预研究[J].南昌教育学院学报,2012(8):153-154.
[26]李英,刘爱书,张守臣.团体心理辅导对大学生人际交往焦虑的影响[J].中国健康心理学杂志,2005(4):252-256.
[27]牛小娜,王勇,周一平,等.表达性艺术治疗对抑郁症残留症状疗效随机对照研究[J].精神医学杂志,2014,27(5):328-330.