【摘要】：社交焦慮在兒童中比較常見,由于社交焦慮癥狀具有一定的隱蔽性,不會(huì)引起家長(zhǎng)和教師的太多關(guān)注。社交焦慮不僅影響兒童的日常交往,更影響其身心健康。如不及時(shí)干預(yù),成人后則會(huì)發(fā)展為社交焦慮障礙。近年來(lái)國(guó)內(nèi)學(xué)者對(duì)這一領(lǐng)域進(jìn)行了大量研究,研究對(duì)象主要為大學(xué)生和中學(xué)生,針對(duì)小學(xué)生的研究較少。此外,在諸多的干預(yù)方法中,對(duì)兒童的干預(yù)研究更少,且大部分以臨床居多。本研究首先采用問卷調(diào)查法,以上海市閔行區(qū)某小學(xué)四、五年級(jí)的學(xué)生249人為研究對(duì)象,采用修訂的兒童社交焦慮量表進(jìn)行施測(cè),分析小學(xué)高年級(jí)學(xué)生社交焦慮的特點(diǎn)。結(jié)果顯示:(1)在人口學(xué)變量的各個(gè)水平上,社交焦慮得分均小于常模水平。(2)害怕否定評(píng)價(jià)在性別上有差異顯著,女生害怕否定評(píng)價(jià)得分高于男生。(3)社交回避及苦惱方面,獨(dú)生情況與年級(jí)交互作用顯著,表現(xiàn)為獨(dú)生子女情況下年級(jí)差異不顯著,但非獨(dú)生子女情況下四年級(jí)的社交回避得分高于五年級(jí)的情況。這說明獨(dú)生情況在社交回避及苦惱上可能扮演了一定作用。在以上調(diào)查結(jié)果的基礎(chǔ)上,本研究嘗試將團(tuán)體輔導(dǎo)課程(如游戲、繪本等)引入小學(xué)心理健康教育,探討團(tuán)體輔導(dǎo)對(duì)小學(xué)高年級(jí)學(xué)生社交焦慮的干預(yù)效果。具體而言,根據(jù)上述調(diào)查問卷的普測(cè)結(jié)果,篩選出高焦慮學(xué)生49人(兒童社交焦慮量表的中國(guó)城市常�？偡帧�8,有社交焦慮的可能)。其中,自愿參加實(shí)驗(yàn)的學(xué)生有40人,分為實(shí)驗(yàn)組(參加團(tuán)體輔導(dǎo)的學(xué)生20人)和對(duì)照組20人。隨后,采用人際交往取向的團(tuán)體輔導(dǎo)對(duì)小學(xué)高年級(jí)社交焦慮學(xué)生進(jìn)行干預(yù)。實(shí)驗(yàn)組每周上一次課(每次課40分鐘),對(duì)照組不上,實(shí)驗(yàn)組共上10節(jié)課。在干預(yù)后用兒童社交焦慮量表對(duì)實(shí)驗(yàn)組和對(duì)照組進(jìn)行后測(cè),再輔以干預(yù)后的學(xué)生的反饋,以評(píng)估團(tuán)體輔導(dǎo)干預(yù)的效果。結(jié)果顯示,團(tuán)體輔導(dǎo)有效降低了小學(xué)高年級(jí)學(xué)生的社交焦慮。進(jìn)一步協(xié)方差分析顯示,這一效應(yīng)主要體現(xiàn)在社交回避及苦惱維度。這表明團(tuán)體輔導(dǎo)對(duì)緩解和降低小學(xué)高年級(jí)學(xué)生的社交焦慮具有一定的效果,對(duì)提高小學(xué)高年級(jí)學(xué)生的人際交往能力具有積極的影響,具有實(shí)用性和可操作性。
[Abstract]:Social anxiety is more common in children, because of the hidden symptoms of social anxiety, parents and teachers will not pay too much attention. Social anxiety not only affects children's daily communication, but also affects their physical and mental health. If you do not intervene in time, adult will develop into social anxiety disorder. In recent years, domestic scholars have carried out a large number of studies in this field, mainly for college students and middle school students, but not for primary school students. In addition, among the many intervention methods, children's intervention research is less, and most of them are clinical. In this study, 249 students in grade four and five of a primary school in Minhang District of Shanghai were investigated by questionnaire, and the characteristics of social anxiety were analyzed by using the revised Children's Social anxiety scale. The results showed that: (1) the scores of social anxiety in demographic variables were lower than those of norm. (2) there were significant differences in gender of fear of negative evaluation, and the scores of female students' fear of negative evaluation were higher than those of boys. (3) social avoidance and distress. The interaction between the only child and the grade was significant, showing that the grade difference was not significant in the only child situation, but the score of social avoidance in the fourth grade was higher than that in the fifth grade in the non-only child situation. This suggests that only birth conditions may play a role in social avoidance and distress. Based on the above investigation results, this study attempts to introduce group counseling courses (such as games, picture books, etc.) into mental health education in primary schools, and to explore the effect of group counseling on social anxiety of senior primary school students. In particular, 49 students with high anxiety were selected according to the general test results of the questionnaire mentioned above (the total score of Chinese urban norm of children's social anxiety scale is 鈮，

本文編號(hào)：2278615