CAJ | 학술논문

采用3（实验组、对照组I、对照组II）×3（团体咨询、自学手册、无干预）×2（同伴冲突解决策略、同伴关系）的实验设计,对48名高一学生的同伴冲突解决策略进行心理干预实验研究。实验结果表明：经过团体咨询,高一学生在问题解决策略上的得分显著提高,在逃避、情绪内倾化和情绪外倾化策略上的得分显著降低,在同学关系量表上的得分显著降低。团体咨询结束两个月后进行的访谈证明了干预具有延续效应。说明团体咨询对改善高一学生同伴冲突解决策略是有效的,自学《同伴冲突解决策略自学手册》也能起到一定的改善效果,但效果不如团体咨询好。
채용3（실험조、대조조I、대조조II）×3（단체자순、자학수책、무간예）×2（동반충돌해결책략、동반관계）적실험설계,대48명고일학생적동반충돌해결책략진행심리간예실험연구。실험결과표명：경과단체자순,고일학생재문제해결책략상적득분현저제고,재도피、정서내경화화정서외경화책략상적득분현저강저,재동학관계량표상적득분현저강저。단체자순결속량개월후진행적방담증명료간예구유연속효응。설명단체자순대개선고일학생동반충돌해결책략시유효적,자학《동반충돌해결책략자학수책》야능기도일정적개선효과,단효과불여단체자순호。
This study, a group counseling interventional experimentation, applied the experimental design of 3 （experimental group, control group I, control group II） × 3 （group counseling, self-study hand- book, without intervention） ×2 （peer conflict resolution strategies, peer relationships） to 48 senior high school 1st graders. The results indicated that after group counseling, there was significant increase in the scores of peer conflict resolution strategies; and there was significant decrease in the score of avoiding, emotion internalization and externalization strategies as well as that of the student relationship. The effects lasted 2 months after the experimentation. This shows that group counseling is effective in improving peer conflict resolution strategies. The self-study handbook showed positive effects as well, but the effects were less significant compared to group counseling.