中国健康心理学杂志
中國健康心理學雜誌
중국건강심이학잡지
China Journal of Health Psychology
2015年
11期
1704-1708
,共5页
团体心理剧%增能%小学高年级%焦虑%恐怖
糰體心理劇%增能%小學高年級%焦慮%恐怖
단체심리극%증능%소학고년급%초필%공포
Group psychodrama%Empowerment%High grade primary school%Anxiety%Terror
目的:探索增能团体心理剧干预小学高年级学生群体的焦虑、恐怖心理效果,并探讨其影响机制,为促进小学高年级学生心理健康提供有效干预方法. 方法:采用分层整群抽样方法,在上海市浦东新区某社区一所小学内抽取4、5年级各2个班级,随机将4、5年级各1个班级的所有学生作为干预组,另2个班级(4、5年级各1个班级)的学生即作为对照组,对干预组开展共计5次的增能团体心理剧活动,而对照组则不做任何干预. 采用焦虑自评量表和Marks恐怖强迫量表作为心理测评工具. 结果:增能团体心理剧干预前,干预组与对照组在MSCPOR和SAS的各个因子中均无显著统计学差异,在干预组完成后,干预组与对照组在MSCPOR的恐怖因子与SAS粗分、标准分因子中与对照组产生了显著的统计学差异(F=4.40,6.26,6.10;P<0.02). 结论:增能团体心理剧对于小学高年级学生恐怖、焦虑心理具有较好干预、控制效果,对于强迫行为、总体恐怖强迫行为具有一定积极影响.
目的:探索增能糰體心理劇榦預小學高年級學生群體的焦慮、恐怖心理效果,併探討其影響機製,為促進小學高年級學生心理健康提供有效榦預方法. 方法:採用分層整群抽樣方法,在上海市浦東新區某社區一所小學內抽取4、5年級各2箇班級,隨機將4、5年級各1箇班級的所有學生作為榦預組,另2箇班級(4、5年級各1箇班級)的學生即作為對照組,對榦預組開展共計5次的增能糰體心理劇活動,而對照組則不做任何榦預. 採用焦慮自評量錶和Marks恐怖彊迫量錶作為心理測評工具. 結果:增能糰體心理劇榦預前,榦預組與對照組在MSCPOR和SAS的各箇因子中均無顯著統計學差異,在榦預組完成後,榦預組與對照組在MSCPOR的恐怖因子與SAS粗分、標準分因子中與對照組產生瞭顯著的統計學差異(F=4.40,6.26,6.10;P<0.02). 結論:增能糰體心理劇對于小學高年級學生恐怖、焦慮心理具有較好榦預、控製效果,對于彊迫行為、總體恐怖彊迫行為具有一定積極影響.
목적:탐색증능단체심리극간예소학고년급학생군체적초필、공포심리효과,병탐토기영향궤제,위촉진소학고년급학생심리건강제공유효간예방법. 방법:채용분층정군추양방법,재상해시포동신구모사구일소소학내추취4、5년급각2개반급,수궤장4、5년급각1개반급적소유학생작위간예조,령2개반급(4、5년급각1개반급)적학생즉작위대조조,대간예조개전공계5차적증능단체심리극활동,이대조조칙불주임하간예. 채용초필자평량표화Marks공포강박량표작위심리측평공구. 결과:증능단체심리극간예전,간예조여대조조재MSCPOR화SAS적각개인자중균무현저통계학차이,재간예조완성후,간예조여대조조재MSCPOR적공포인자여SAS조분、표준분인자중여대조조산생료현저적통계학차이(F=4.40,6.26,6.10;P<0.02). 결론:증능단체심리극대우소학고년급학생공포、초필심리구유교호간예、공제효과,대우강박행위、총체공포강박행위구유일정적겁영향.
Objective:To explore the effect of empowerment group psychodrama on anxiety and terror of high grade primary school students and its mechanism , and provide effective intervention methods to promote the mental health of higher grades students in primary school.Methods:Selecting students in 4 and 5 grade in a primary school in a community of Pudong New Area in Shanghai with stratified cluster sampling method ,and dividing them into intervention group and control group ,The intervention group was carried out 5-times empowerment group psychodrama ,while the control group was not carried out no in-terventions.Using the Self-Rating Anxiety Scale(SAS)and Marks Scale for Compulsions Phobias ,Obses-sions and Rituals (MSCPOR) as evaluation tool.Results:Before intervention,there were not significant differences in each factor of MSCPOR and SAS between two groups;After intervention ,There were signifi-cant differences in the terror factor of MSCPOR ,coarse points and the standard score of SAS (F=4.40, 6.26,6.10;P<0.05).Conclusion:Empowerment group psychodrama has better intervention ,control effect on terror and anxiety for high grade primary school students ,and has certain positive effect on com-pulsive behavior and the overall terror compulsive behavior.
