上海市示范性高中生社会支持及其干预研究
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摘要
20世纪70年代,社会支持的概念一提出便受到了人们的广泛关注。社会支持是一个多学科的研究对象,心理学界对社会支持的研究兴趣是在探索压力对身心健康的影响背景下产生的。近四十年来,该研究领域取得了不少成果,但以往研究也有些不一致的结论。同时,原有研究中存在一些不足:研究对象主要集中在老年人和成年人,针对高中生的研究较少;干预研究主要集中于病患者,目前还没有示范性高中生社会支持的干预研究。本研究以示范性高中生为研究对象,通过调查研究和干预研究,有助于了解示范性高中生社会支持的特点,进一步丰富社会支持的理论体系,为探索提高示范性高中生社会支持的有效途径与方法提供参考。
本研究随机抽取了上海市四所示范性高中716名学生为研究对象,采用修订的社会支持评定量表、青少年生活事件量表和中学生心理健康综合测量量表实测,然后用SPSS (11.5)软件对获得的有效数据进行处理,分析了上海市示范性高中生的社会支持特点,并对示范性高中生的社会支持与压力、心理健康的关系进行了探讨。其主要结论如下:1、学习成绩优秀与落后的示范性高中生的社会支持不存在差异,独生子女与非独生子女的社会支持不存在差异;但贫困生的社会支持低于非贫困生,心理健康状况良好的高中生的社会支持高于心理健康状况不良的高中生。2、面对不同的压力或程度不同的压力时,示范性高中生的社会支持有不同特点,即面临人际关系压力时,高人际关系压力组的社会支持总分、主观支持均低于低人际关系压力组;面临学习压力时,高学习压力组的社会支持总分、主观支持、支持利用度均低于低学习压力组。压力对社会支持有一定的预测作用。3、生活事件、心理健康与社会支持两两之间均显著相关,心理健康是生活事件和社会支持的中介变量,即生活事件会通过心理健康影响社会支持。4、在社会支持对心理健康作用机制的探讨方面,本研究支持主效应模型,社会支持对心理健康具有普遍的增益作用。
在上述问卷调查的基础上,本研究以提高示范性高中生社会支持为目的设计了一套团体心理咨询干预方案,并进行了团体干预。团体干预以低社会支持的21名示范性高中生为被试,随机分成实验组与对照组,采用前后测实验设计,对实验组被试进行为期9周,每周1次,每次约1小时的团体心理咨询干预,对照组无干预。根据社会支持量表结果、成员自我评估、成员反馈等多种手段对干预结果进行了定量与定性评估。结果显示,实验组被试经过干预后,社会支持量表总分及三个因子的得分均有显著提高,实验组被试对团体活动效果及活动满意度评价较高。本研究认为上述的团体心理咨询方案在提高示范性高中生社会支持方面是一套可行、有效的心理咨询干预方案,经过修订后可以在学校团体心理咨询工作中推广和应用。在改善示范性高中生社会支持方面,团体心理咨询是一种经济、有效的干预方式。
In the 1970's, the concept of the Social Support came under observation as soon as it was raised. The Social Support was the object of many subjects, but the psychologists were interested in it from exploring stress’s effect on physics and mental health. For more than 40 years, the achievements in the Social Support research are now coming in thick and fast. But they were inconsistent. There were many deficiencies in the past researches, for example, object of study focusing on the elderly and the adults, less the students of the senior high school. The intervention studies mostly focused on the sufferers, no study on the students of the Demonstration Senior High Schools been found. The objects of this paper were the students of the Demonstration Senior High Schools, and the methods were the investigative and experimental study, which conduced to realize the characters of the students from the Demonstration Senior High Schools in the Social Support, and enriched to the theory of the Social Support, and referred to approaches and measures of improving the Social Support.
This article have studied on 716 randomly selected students from the Demonstration Senior High Schools in shanghai by the means of questionnaire of SSRS, ASLEC and MHT; computed them by SPSS 11.5 for windows; given an the study outcome about the characters of the students from the Demonstration Senior High Schools in the Social Support; given an analysis on the relationship of Social Support, Stress and Mental Health of the students from the Demonstration Senior High Schools. The results of the study concluded that: 1.there was no significant difference in the Social Support’s scores in grade, achievement, singleton or non-singleton, but the poverty’s Social Support’s scores was lower than that of non- poverty’s, there was significant difference in the Social Support’s scores in the mental health of the students from the Demonstration Senior High Schools. 2. Facing on different stress or different stress grade, there were different characters of the students from the Demonstration Senior High Schools in the Social Support,namely, in the face of stress of interpersonal relationship, the scores of the social support and subjective support of the high score group of stress of interpersonal relationship are lower than that of the lower score group of stress of interpersonal relationship; in the face of stress of the learning, the scores of the social support , subjective support and use of support of the high score group of stress of the learning are lower than that of the lower score group of stress of the learning. There was a forecast of stress on Social Support. 3.Significant correlations were found of Social Support,Stress and Mental Health. Mental Health was a mediator between Stress and Social Support. 4.In the Social Support’s effect on Mental Health, main effect model was supported.
This research, based on the investigate study, designed a set of group activity plans focusing on the promotion of the Social Support of the students from the Demonstration Senior High Schools and made a research with an intervention. 21 lower Social Support scores students from the Demonstration Senior High Schools had been selected,randomly divided into the experimental group and control group. The design of ante-post, experimental-control group had been conducted. Subjects of the experimental group received 9 1-hour consistent group interventions, once a week; while control group received no intervention. The result of the intervention had been assessed, both qualitatively and quantitatively, through measurement of SSRS, self-evaluation and the feedbacks of the group members. The result showed that the Social Support scores of students from the experimental group had been extremely elevated after intervened. The members of the experimental group rated comparatively higher in the effectiveness and acceptability of the group activities, and the accomplishment of the activity goals was satisfactory. The result confirmed the viability of the activity intervention design to promote the Social Support scores of students from the Demonstration Senior High Schools, which could be popularized in the group counseling of the senior high school after having been amended. The paper advocated group counseling were an effective, economical and acceptable approach in improving the Social Support scores of students from the Demonstration Senior High Schools.
本研究随机抽取了上海市四所示范性高中716名学生为研究对象,采用修订的社会支持评定量表、青少年生活事件量表和中学生心理健康综合测量量表实测,然后用SPSS (11.5)软件对获得的有效数据进行处理,分析了上海市示范性高中生的社会支持特点,并对示范性高中生的社会支持与压力、心理健康的关系进行了探讨。其主要结论如下:1、学习成绩优秀与落后的示范性高中生的社会支持不存在差异,独生子女与非独生子女的社会支持不存在差异;但贫困生的社会支持低于非贫困生,心理健康状况良好的高中生的社会支持高于心理健康状况不良的高中生。2、面对不同的压力或程度不同的压力时,示范性高中生的社会支持有不同特点,即面临人际关系压力时,高人际关系压力组的社会支持总分、主观支持均低于低人际关系压力组;面临学习压力时,高学习压力组的社会支持总分、主观支持、支持利用度均低于低学习压力组。压力对社会支持有一定的预测作用。3、生活事件、心理健康与社会支持两两之间均显著相关,心理健康是生活事件和社会支持的中介变量,即生活事件会通过心理健康影响社会支持。4、在社会支持对心理健康作用机制的探讨方面,本研究支持主效应模型,社会支持对心理健康具有普遍的增益作用。
在上述问卷调查的基础上,本研究以提高示范性高中生社会支持为目的设计了一套团体心理咨询干预方案,并进行了团体干预。团体干预以低社会支持的21名示范性高中生为被试,随机分成实验组与对照组,采用前后测实验设计,对实验组被试进行为期9周,每周1次,每次约1小时的团体心理咨询干预,对照组无干预。根据社会支持量表结果、成员自我评估、成员反馈等多种手段对干预结果进行了定量与定性评估。结果显示,实验组被试经过干预后,社会支持量表总分及三个因子的得分均有显著提高,实验组被试对团体活动效果及活动满意度评价较高。本研究认为上述的团体心理咨询方案在提高示范性高中生社会支持方面是一套可行、有效的心理咨询干预方案,经过修订后可以在学校团体心理咨询工作中推广和应用。在改善示范性高中生社会支持方面,团体心理咨询是一种经济、有效的干预方式。
In the 1970's, the concept of the Social Support came under observation as soon as it was raised. The Social Support was the object of many subjects, but the psychologists were interested in it from exploring stress’s effect on physics and mental health. For more than 40 years, the achievements in the Social Support research are now coming in thick and fast. But they were inconsistent. There were many deficiencies in the past researches, for example, object of study focusing on the elderly and the adults, less the students of the senior high school. The intervention studies mostly focused on the sufferers, no study on the students of the Demonstration Senior High Schools been found. The objects of this paper were the students of the Demonstration Senior High Schools, and the methods were the investigative and experimental study, which conduced to realize the characters of the students from the Demonstration Senior High Schools in the Social Support, and enriched to the theory of the Social Support, and referred to approaches and measures of improving the Social Support.
This article have studied on 716 randomly selected students from the Demonstration Senior High Schools in shanghai by the means of questionnaire of SSRS, ASLEC and MHT; computed them by SPSS 11.5 for windows; given an the study outcome about the characters of the students from the Demonstration Senior High Schools in the Social Support; given an analysis on the relationship of Social Support, Stress and Mental Health of the students from the Demonstration Senior High Schools. The results of the study concluded that: 1.there was no significant difference in the Social Support’s scores in grade, achievement, singleton or non-singleton, but the poverty’s Social Support’s scores was lower than that of non- poverty’s, there was significant difference in the Social Support’s scores in the mental health of the students from the Demonstration Senior High Schools. 2. Facing on different stress or different stress grade, there were different characters of the students from the Demonstration Senior High Schools in the Social Support,namely, in the face of stress of interpersonal relationship, the scores of the social support and subjective support of the high score group of stress of interpersonal relationship are lower than that of the lower score group of stress of interpersonal relationship; in the face of stress of the learning, the scores of the social support , subjective support and use of support of the high score group of stress of the learning are lower than that of the lower score group of stress of the learning. There was a forecast of stress on Social Support. 3.Significant correlations were found of Social Support,Stress and Mental Health. Mental Health was a mediator between Stress and Social Support. 4.In the Social Support’s effect on Mental Health, main effect model was supported.
This research, based on the investigate study, designed a set of group activity plans focusing on the promotion of the Social Support of the students from the Demonstration Senior High Schools and made a research with an intervention. 21 lower Social Support scores students from the Demonstration Senior High Schools had been selected,randomly divided into the experimental group and control group. The design of ante-post, experimental-control group had been conducted. Subjects of the experimental group received 9 1-hour consistent group interventions, once a week; while control group received no intervention. The result of the intervention had been assessed, both qualitatively and quantitatively, through measurement of SSRS, self-evaluation and the feedbacks of the group members. The result showed that the Social Support scores of students from the experimental group had been extremely elevated after intervened. The members of the experimental group rated comparatively higher in the effectiveness and acceptability of the group activities, and the accomplishment of the activity goals was satisfactory. The result confirmed the viability of the activity intervention design to promote the Social Support scores of students from the Demonstration Senior High Schools, which could be popularized in the group counseling of the senior high school after having been amended. The paper advocated group counseling were an effective, economical and acceptable approach in improving the Social Support scores of students from the Demonstration Senior High Schools.
引文
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