社交焦虑大学生的自我接纳与团体辅导研究
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摘要
研究者发现,对社交情境的害怕与恐惧支配并笼罩着整个青春期,处于青春断乳期的大学生社交焦虑也因此而成为一个突出的问题。同时,大学生正处于自我发展关键期,其自我接纳水平也深切影响着今后的发展。对社交焦虑大学生的心理特点以及团体辅导的研究仍然是一个关系大学生社会交往以及心理健康、自我发展的重要课题。然而目前对大学生社交焦虑影响因素的考察,特别是在自我接纳对社交焦虑的产生与维持上的关系研究还不够,而且团体辅导方案对处于自我发展关键期的大学生的推广性也有待提高。
本研究在借鉴国内外已有研究的基础上,对社交焦虑大学生的自我接纳特点以及相应的团体辅导进行了探讨。首先对9名社交焦虑大学生进行深度访谈,对其自我接纳水平有了初步了解,初步肯定了社交焦虑大学生的自我接纳水平较低,而且其与社交焦虑的产生与维持关系密切。然后对700名大一至大三文理科学生开展问卷调查,考察了当代大学生的社交焦虑与自我接纳情况,并系统分析了自我接纳水平与社交焦虑之间的关系。在此基础上,征集自我接纳水平偏低的社交焦虑大学生,将其分为实验组和对照组,制定基于增强自我接纳的团体辅导方案并对实验组进行团体辅导,在辅导结束后对实验组和对照组的前后测成绩分别进行统计分析,并在三个月后分别进行了追踪随访。
根据本研究得到以下结论:
(1)大一至大三学生的交往焦虑总均分为40.230分(SD=8.920)。女生的交往焦虑水平高于男生,文科学生的交往焦虑水平高于理科学生,非独生子女学生的交往焦虑水平高于独生子女学生。
(2)大一至大三学生的自我接纳总均分为41.380(SD=6.121)。女生的自我接纳水平显著低于男生,在文理科、年级、是否独生子女及城乡上无显著差异。
(3)大学生的自我接纳水平与社交焦虑水平呈显著负相关(r=-0.545,p<0.001)。社交焦虑大学生的自我接纳水平较低。
(4)基于自我接纳提高的团体辅导不仅可有效增强社交焦虑大学生的自我接纳,还能有效改善其社交焦虑,促进心理健康;且具有较好的长期效果。
(5)基于增强自我接纳的团体辅导方案具有科学性、可行性和有效性。
The researchers have found that the fear of social situation dominates the entire puberty, thus the social anxiety of undergraduates in the youth weaning period has also become a prominent, problem. At the same time, university students are also in the critical period of self-development, so their self-acceptance level closely affects their future development as well. Research on the psychological characteristics of students with social anxiety and group counseling is still an important task which closely relates to undergraduates' social interaction, mental health and self-development. But at present the study on students of social anxiety and the inspection of factors which affect social anxiety is not enough, especially the research on the relationship between self-acceptance and the formation and maintenance of social anxiety, and the spread of group counseling programme on undergraduates in the critical period of self-development also needs to be raised.
Based on previous study, this research tries to explore the self-acceptance characteristics of college students with social anxiety and the corresponding group counseling. Firstly the depth interview with nine college students of social anxiety is taken to have the preliminary understanding of their self-acceptance level, and then initially affirm that those students have a lower level of self-acceptance, which also nearly relates to the generation and maintenance of social anxiety. Secondly questionnaire investigation with 700 undergraduates, including freshman, sophomore and junior is taken to explore contemporary undergraduates' social anxiety and self-acceptance, and systematically analyse the relationship between self-acceptance and social anxiety. Thirdly a group counseling experiment is taken: collecting social anxiety college students who are with low level of self-acceptance, then divide them into experimental group and control group, using the group counseling programme which based on enhancing self-acceptance to train the experimental group, after the tutorship finished, statistical analysis of the two groups' former scores and subsequent scores is taken. After three months, a tracking research of these targets is also done.
According to the study are the following conclusions:
(1) The average total score of Interaction Anxiousness Scale (IAS) of college students from freshman to junior is 40.210 points (SD=8.920). In the IAS score, girls are higher than boys, liberal arts students are higher than science students, and non-only-child students are higher than one-child students.
(2)The average total score of Self-acceptance Scale (SAQ) of college students from freshman to junior is 41.380 points (SD=6.121). Girls' self-acceptance level is significantly lower than boys, but there is no significant difference between liberal arts and science, grade, whether the one-child, or from urban areas or rural areas.
(3)The self-acceptance level of college students is significant negatively correlated (r=-0.545,. p<0.001) with their social anxiety level. Students of social anxiety are lower in the level of self-acceptance.
(4)The group counseling based on enhancing self-acceptance can not only raise the: self-acceptance level of students with social anxiety, but also effectively improve their social anxiety, promote mental health and has better long-term effects.
(5)The group counseling programme based on enhancing self-acceptance is scientific, feasible and effective.
本研究在借鉴国内外已有研究的基础上,对社交焦虑大学生的自我接纳特点以及相应的团体辅导进行了探讨。首先对9名社交焦虑大学生进行深度访谈,对其自我接纳水平有了初步了解,初步肯定了社交焦虑大学生的自我接纳水平较低,而且其与社交焦虑的产生与维持关系密切。然后对700名大一至大三文理科学生开展问卷调查,考察了当代大学生的社交焦虑与自我接纳情况,并系统分析了自我接纳水平与社交焦虑之间的关系。在此基础上,征集自我接纳水平偏低的社交焦虑大学生,将其分为实验组和对照组,制定基于增强自我接纳的团体辅导方案并对实验组进行团体辅导,在辅导结束后对实验组和对照组的前后测成绩分别进行统计分析,并在三个月后分别进行了追踪随访。
根据本研究得到以下结论:
(1)大一至大三学生的交往焦虑总均分为40.230分(SD=8.920)。女生的交往焦虑水平高于男生,文科学生的交往焦虑水平高于理科学生,非独生子女学生的交往焦虑水平高于独生子女学生。
(2)大一至大三学生的自我接纳总均分为41.380(SD=6.121)。女生的自我接纳水平显著低于男生,在文理科、年级、是否独生子女及城乡上无显著差异。
(3)大学生的自我接纳水平与社交焦虑水平呈显著负相关(r=-0.545,p<0.001)。社交焦虑大学生的自我接纳水平较低。
(4)基于自我接纳提高的团体辅导不仅可有效增强社交焦虑大学生的自我接纳,还能有效改善其社交焦虑,促进心理健康;且具有较好的长期效果。
(5)基于增强自我接纳的团体辅导方案具有科学性、可行性和有效性。
The researchers have found that the fear of social situation dominates the entire puberty, thus the social anxiety of undergraduates in the youth weaning period has also become a prominent, problem. At the same time, university students are also in the critical period of self-development, so their self-acceptance level closely affects their future development as well. Research on the psychological characteristics of students with social anxiety and group counseling is still an important task which closely relates to undergraduates' social interaction, mental health and self-development. But at present the study on students of social anxiety and the inspection of factors which affect social anxiety is not enough, especially the research on the relationship between self-acceptance and the formation and maintenance of social anxiety, and the spread of group counseling programme on undergraduates in the critical period of self-development also needs to be raised.
Based on previous study, this research tries to explore the self-acceptance characteristics of college students with social anxiety and the corresponding group counseling. Firstly the depth interview with nine college students of social anxiety is taken to have the preliminary understanding of their self-acceptance level, and then initially affirm that those students have a lower level of self-acceptance, which also nearly relates to the generation and maintenance of social anxiety. Secondly questionnaire investigation with 700 undergraduates, including freshman, sophomore and junior is taken to explore contemporary undergraduates' social anxiety and self-acceptance, and systematically analyse the relationship between self-acceptance and social anxiety. Thirdly a group counseling experiment is taken: collecting social anxiety college students who are with low level of self-acceptance, then divide them into experimental group and control group, using the group counseling programme which based on enhancing self-acceptance to train the experimental group, after the tutorship finished, statistical analysis of the two groups' former scores and subsequent scores is taken. After three months, a tracking research of these targets is also done.
According to the study are the following conclusions:
(1) The average total score of Interaction Anxiousness Scale (IAS) of college students from freshman to junior is 40.210 points (SD=8.920). In the IAS score, girls are higher than boys, liberal arts students are higher than science students, and non-only-child students are higher than one-child students.
(2)The average total score of Self-acceptance Scale (SAQ) of college students from freshman to junior is 41.380 points (SD=6.121). Girls' self-acceptance level is significantly lower than boys, but there is no significant difference between liberal arts and science, grade, whether the one-child, or from urban areas or rural areas.
(3)The self-acceptance level of college students is significant negatively correlated (r=-0.545,. p<0.001) with their social anxiety level. Students of social anxiety are lower in the level of self-acceptance.
(4)The group counseling based on enhancing self-acceptance can not only raise the: self-acceptance level of students with social anxiety, but also effectively improve their social anxiety, promote mental health and has better long-term effects.
(5)The group counseling programme based on enhancing self-acceptance is scientific, feasible and effective.
引文
[1]郭晓薇.大学生社交焦虑成因的研究.心理学探新,2004,20(1):55-58
[2]由雪莲,曲长旭,焦健亭.大学生心理挫折感根源分析及解决途径调查研究.青年探索,2006,5:27-29,49
[3]彭纯子.大学生社交焦虑的团体干预的实验研究.湖南师范大学2001年硕士学位论文
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[6]Feindler & Kalfus.Adolescent Behavior Therapy Handbook.Springer Publishing Company,1990
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[8]李朝霞.大学生的社交焦虑及其与自我和谐的关系研究.华中师范大学2004年硕士学位论文
[9]彭纯子,燕良轼,马晓虹等.大学生社交焦虑的现状调查与分析.中国行为医学科学,2003,12(3):225-226
[10]付梅,葛明贵,桑青松.大学生一般自我效能感与社交焦虑.中国心理卫生杂志,2005,19(7):477-478
[11]张亚,徐光兴.团体催眠辅导在提高大学生自我接纳程度中的应用初探.心理科学,2006,29(1):236-238
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[19]李闻戈.女大学生自我接纳与人际关系的相关研究.福建师范大学学报(哲学社会科学 版),2003,2
[20]丛中,高文凤,王龙会.自我接纳与大学生社交回避及苦恼的相关性初探.中国行为医学科学,1999,8(2):119-120,116
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[23]戴王磊.集体社交技能训练治疗社交焦虑症疗效分析.临床精神医学杂志,2002,12(4):210-211
[24]张新凯,吴文源,张明园.社交焦虑障碍的认知行为集体治疗的初步结果.上海精神医学,2005,17(3):129-132
[25]杨眉.大学生社交焦虑的集体心理治疗.中国心理卫生杂志,1997,11(4):47-248
[26]刘国伟.集体心理治疗对医学生社交焦虑和自尊的干预研究.新乡医学院学报,2006,23(5):526-527
[27]李子勋.社交焦虑是对自己的恐惧.http://blog.sina.com.cn/lizixun
[28]汪向东,王希林,马弘.心理卫生评定量表手册(增订版).北京:中国心理卫生杂志社,1999
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[2]由雪莲,曲长旭,焦健亭.大学生心理挫折感根源分析及解决途径调查研究.青年探索,2006,5:27-29,49
[3]彭纯子.大学生社交焦虑的团体干预的实验研究.湖南师范大学2001年硕士学位论文
[4]钱铭怡,王慈欣,刘兴华.社交焦虑个体对于不同威胁信息的注意偏向.心理科学,2006,29(6):1296-1299
[5]高文凤,丛中.社交焦虑与大学生自尊、自我接纳的关系.健康心理学杂志,2000,8(3):276-279
[6]Feindler & Kalfus.Adolescent Behavior Therapy Handbook.Springer Publishing Company,1990
[7]金华,吴源,张明园.中国正常人SCL-90评定结果的初步分析.中国神经精神疾病杂志,1986,12(5)
[8]李朝霞.大学生的社交焦虑及其与自我和谐的关系研究.华中师范大学2004年硕士学位论文
[9]彭纯子,燕良轼,马晓虹等.大学生社交焦虑的现状调查与分析.中国行为医学科学,2003,12(3):225-226
[10]付梅,葛明贵,桑青松.大学生一般自我效能感与社交焦虑.中国心理卫生杂志,2005,19(7):477-478
[11]张亚,徐光兴.团体催眠辅导在提高大学生自我接纳程度中的应用初探.心理科学,2006,29(1):236-238
[12]刘玉华,刘美涓.大学生心理发展与心理健康.合肥:安徽大学出版社,2000:131-145
[13]李闻戈.对大学生自我接纳的现状及特点的研究.宁夏大学学报(人文社会科学版),2002,24(1):112-114
[14]张瑾.大学生社交焦虑的团体辅导实验研究.苏州大学2006年硕士学位论文
[15]梅锦荣.社交焦虑与认知行为治疗.中国临床心理学杂志,1994,2(4)
[16]Joe Scott.The Effect of Perfectionism and Unconditional Self-acceptance on Depression.Journal of Rational-Emotive & Cognitive-Behavior Therapy.2007,25(1):35-64
[17]Edward C Chang.Perfectionism and Dimensions of Psychological Well-being in a College Student Sample:a Test of a Stress-mediation Model.Journal of Social and Clinical Psychology.2006,25(9):1001-1022
[18]谢玉兰.大学生自我接纳完美主义倾向与自我接纳的关系研究.中国成人教育,2007,2:34-35
[19]李闻戈.女大学生自我接纳与人际关系的相关研究.福建师范大学学报(哲学社会科学 版),2003,2
[20]丛中,高文凤,王龙会.自我接纳与大学生社交回避及苦恼的相关性初探.中国行为医学科学,1999,8(2):119-120,116
[21]张明.掌握助人的学问.北京:科学出版社,2004:264
[22]Haug TT,Hellstrom K,Blomhoff S et al.The treatment of social phobia in general practice.Is exposure therapy feasible? Family Practice.2000,17:114-118
[23]戴王磊.集体社交技能训练治疗社交焦虑症疗效分析.临床精神医学杂志,2002,12(4):210-211
[24]张新凯,吴文源,张明园.社交焦虑障碍的认知行为集体治疗的初步结果.上海精神医学,2005,17(3):129-132
[25]杨眉.大学生社交焦虑的集体心理治疗.中国心理卫生杂志,1997,11(4):47-248
[26]刘国伟.集体心理治疗对医学生社交焦虑和自尊的干预研究.新乡医学院学报,2006,23(5):526-527
[27]李子勋.社交焦虑是对自己的恐惧.http://blog.sina.com.cn/lizixun
[28]汪向东,王希林,马弘.心理卫生评定量表手册(增订版).北京:中国心理卫生杂志社,1999
[29]高文凤,丛中.自我接纳问卷的编制与信度效度检验.中国行为医学科学,1999,8(1):20-22
[30]Jeffrey E.Young,Cognitive-behaviorApproach to Friendship Disorders,from Friendship and Social Interaction,editedbyV.J.Derlega&B.A.Winstead,Newyork:Springer-Verlag,1986,253-254
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