共情训练改善初中生人际关系的实验研究
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摘要
目的:探讨共情训练提高初中生共情能力、进而改善其人际关系的实验效果。方法:根据前测成绩选取天津市某中学七年级1班、6班为研究对象,确定1班为对照组(n=41),6班为实验组(n=43),有效样本各为40人。实验班接受认知、情感、行为等3方面的共情训练,每2周1次,每次1h,共8次历时16周;对照组按原教学计划进行团辅心理课程。在基线和历经16周的实验之后,采用人际反应指数量表(中文版)及初中生人际关系量表为测量工具评估实验效果。结果:实验组16周后共情能力总分及想象FS、共情关注EC、个人悲伤PD等分量表和人际关系总分及师生关系、亲子关系等分量表得分均显著高于基线水平(t=-3.749,-2.904,-2.791,-2.745,-2.592,-2.703,-2.753;P<0.05)。组间实验前后得分差值比较结果表明实验组共情关注EC、个人悲伤PD、共情能力总分的得分差值均高于对照组(t=-2.55,-2.70,-3.20;P<0.05)。结论:共情训练可以提高初中生的共情能力,从而进一步改善其人际关系。
Objective:To explore the effects of empathy training on the ability of empathy and interpersonal relationship among junior school student.Methods:According to the pretest scores,participants from 1 and 6 class of seven grade in No.92 junior high school of Tianjin,were divided into control group(n=41)and empathy training group(n=43),and there were 40 effective samples respectively.Experimental group was intervened by using an empathy training program for 16 weeks(once every two weeks,each 1 hour,eight sessions lasted 16 weeks),including cognitive,affective and behavioral training.Control group was been intervened by group counseling according to teaching program.All participants were assessed with the Interpersonal Reactivity Index and junior high school student interpersonal relationship scale to detect experimental effect at baseline and 16 weeks after the intervention.Results:In the experimental group,sub scores in fantasy FS,empathy concern ES,personal distress PD,the relationship between teachers and students and Parent-child relationship,total scores in the ability of empathy and interpersonal relationship were lower at baseline than at that 16 weeks after the intervention(t=-3.749,-2.904,-2.791,-2.745,-2.592,-2.703,-2.753;P <0.05).The score of empathy concern ES sub scores,personal distress PD sub scores and the ability of empathy total scores pre-assessment and post-assessment were higher in the experimental group than that in the control group(t=-2.55,-2.70,-3.20;P<0.05).Conclusion:It suggests that the ability of empathy of junior school student can be enhanced and interpersonal relationship among junior school student can be improved by the empathy training.
Objective:To explore the effects of empathy training on the ability of empathy and interpersonal relationship among junior school student.Methods:According to the pretest scores,participants from 1 and 6 class of seven grade in No.92 junior high school of Tianjin,were divided into control group(n=41)and empathy training group(n=43),and there were 40 effective samples respectively.Experimental group was intervened by using an empathy training program for 16 weeks(once every two weeks,each 1 hour,eight sessions lasted 16 weeks),including cognitive,affective and behavioral training.Control group was been intervened by group counseling according to teaching program.All participants were assessed with the Interpersonal Reactivity Index and junior high school student interpersonal relationship scale to detect experimental effect at baseline and 16 weeks after the intervention.Results:In the experimental group,sub scores in fantasy FS,empathy concern ES,personal distress PD,the relationship between teachers and students and Parent-child relationship,total scores in the ability of empathy and interpersonal relationship were lower at baseline than at that 16 weeks after the intervention(t=-3.749,-2.904,-2.791,-2.745,-2.592,-2.703,-2.753;P <0.05).The score of empathy concern ES sub scores,personal distress PD sub scores and the ability of empathy total scores pre-assessment and post-assessment were higher in the experimental group than that in the control group(t=-2.55,-2.70,-3.20;P<0.05).Conclusion:It suggests that the ability of empathy of junior school student can be enhanced and interpersonal relationship among junior school student can be improved by the empathy training.
引文
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[19]Wang Y,Zou H.The developmental characteristics of interpersonal competence and their relationship with personality in lower school students[J].China Journal of Health Psychology,2009,17(1):59-61
[20]李克一,封文波.初中生自我概念与攻击性的关系及团体辅导干预实验[D].石家庄:河北师范大学,2017
[21]陈衍.初中生自我概念发展与家庭环境关系的城乡比较研究[D].贵阳:贵州师范大学,2003
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[2]Mckee F B.A formative evaluation of an empathy training model[J].Dissertation Abstracts Intemational Humanities and Social Sciences,1999,59-62
[3]琚贻桐.通过移情训练提高5~6岁儿童亲社会行为的实验研究[J].教育科学研究,1991(6):20-26
[4]陈珝,傅宏,张晓文.通过共情训练改善大学生人际关系[J].南京理工大学学报(社会科学版),2011,24(6):79-84
[5]林崇德.发展心理学[M].2版.北京:人民教育出版社,2008
[6]魏华林,朱安安.美国社会情绪学习课程选介---“第二步”课程[J].中小学心理健康教育,2012(12):22-25
[7]孙颖.角色书信疗法:一种新的助人自助技术[N].中国社会科学报,2012-04-18(B02)
[8]王雨晴,游旭群,焦健,等.观点采择:基于自我的推理及其个体差异[J].心理科学,2015,47(8):1039-1049
[9]孙颖,刘晓潇.角色书信疗法解决人际冲突的可行性及作用分析[J].天津大学学报(社会科学版),2017,19(1):88-89
[10]戎幸,孙炳海,黄小忠,等.人际反应指数量表的信度和效度研究[J].中国临床心理学杂志,2010,18(2):158-160
[11]吴超.中学生人际关系与主观幸福感的相关性研究[D].重庆:西南大学,2008
[12]Dellaria D M.Is emotional competence a viable component in today's work environment?[J].Journal for Nurses in Staff Development,2011,27(5):206-209
[13]王赛东.初中生共情能力的培养[D].金华:浙江师范大学,2012
[14]房绍霞.重庆高校大学生共情能力对人际关系的影响研究[D].重庆:西南大学,2010
[15]West H,Early peer-group interaction and role-taking skills:An investigation of Israeli children[J].Child Development,1974,45(4):1118-1121
[16]沃建中,林崇德,马红中,等.中学生人际关系发展特点的研究[J].心理发展与教育,2001,17(3):9-15
[17]段志慧,石向实.初中生人际关系干预与调查研究[J].健康研究,2013,33(1):65-69
[18]洪淼.共情训练对改善初中生同伴关系的研究[D].长沙:湖南师范大学,2015
[19]Wang Y,Zou H.The developmental characteristics of interpersonal competence and their relationship with personality in lower school students[J].China Journal of Health Psychology,2009,17(1):59-61
[20]李克一,封文波.初中生自我概念与攻击性的关系及团体辅导干预实验[D].石家庄:河北师范大学,2017
[21]陈衍.初中生自我概念发展与家庭环境关系的城乡比较研究[D].贵阳:贵州师范大学,2003
[22]De Bernardis G M,Hayes L J,Fryling M J.Perspective taking as a continuum[J].Psychological Record,2014,64(1):123-131