教育学报
教育學報
교육학보
Journal of Educational Studies
2015年
4期
67-76
,共10页
团体咨询%高一学生%同伴冲突解决策略%同伴关系%自学手册
糰體咨詢%高一學生%同伴遲突解決策略%同伴關繫%自學手冊
단체자순%고일학생%동반충돌해결책략%동반관계%자학수책
group counseling%senior high school 1st graders%peer conflict resolution strategies%peer relationships%self-study handbook
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。
採用3（實驗組、對照組 I、對照組 II）×3（糰體咨詢、自學手冊、無榦預）×2（同伴遲突解決策略、同伴關繫）的實驗設計，對48名高一學生的同伴遲突解決策略進行心理榦預實驗研究。實驗結果錶明：經過糰體咨詢，高一學生在問題解決策略上的得分顯著提高，在逃避、情緒內傾化和情緒外傾化策略上的得分顯著降低，在同學關繫量錶上的得分顯著降低。糰體咨詢結束兩箇月後進行的訪談證明瞭榦預具有延續效應。說明糰體咨詢對改善高一學生同伴遲突解決策略是有效的，自學《同伴遲突解決策略自學手冊》也能起到一定的改善效果，但效果不如糰體咨詢好。
채용3（실험조、대조조 I、대조조 II）×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 de-sign 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.
