本文選題：大學新生　切入點：社交焦慮　出處：《南京農業(yè)大學》2013年碩士論文　論文類型：學位論文

【摘要】：大學生群體正處于青春期向成人期的轉變階段。在這個階段,不僅要面臨生理出現的變化還要面臨著各方面的壓力。最近幾年大學生因承受不了各種壓力而退學,墮落,自殺的事件時常發(fā)生。大學生之所以變得如此的脆弱、如此的不堪重負,是因為他們的身上承載了社會的希望,家長的期望,自己的理想,因此壓力便接踵而至了。如今學生在高考之前唯一的任務就是學習,學習便是生活的一切,但如何料理自己的生活,如何與他人交往,如何獨自應對各種事件,對他們而言卻是非常陌生的課程。因此當許多新生進入大學后,由于不能適應陌生的環(huán)境、無法建立和諧的人際關系,缺少面對挫折和克服困難的勇氣,從而造成了很多心理上的負面情緒。社交焦慮便是其中一種常見的負面情緒,這種負面情緒是指當個體與他人進行社會交往或是被人關注時出現的一種交織著緊張、害怕、憂慮、焦急甚至出現社交回避行為的一種復雜的負面情緒體驗。社交焦慮對大學生精神及身體亞健康的狀態(tài)是不容忽視的,會直接影響到大學新生人際交往,間接影響到其正常學習生活。 筆者通過量表篩查和訪談法了解大學新生社交焦慮的基本狀況,發(fā)現大學新生存在著不同程度的社交焦慮。這阻礙了大學生的學習生活適應能力及人格的健全發(fā)展。大學新生社交焦慮的成因有三個方面的因素,即個人因素、家庭因素和環(huán)境因素,其中個人因素是指性格內向不善于溝通,社交技能的缺乏不會與人交往,非理性的認知否定性的自我評價。家庭因素包括父母的教養(yǎng)方式及家庭經濟條件的差異。環(huán)境因素即生活環(huán)境的變化。 本研究小組工作運用治療模式中的行為治療、理性情緒行為療法,對大學新生的社交焦慮進行介入。小組工作結束后,選擇《癥狀自評量表SCL-90》及《交往焦慮量表IAS》作為評估工具對小組工作的介入效果進行了評估,通過SPSS.20.0對前后測數據進行統(tǒng)計分析,結果表明小組工作介入對改善大學新生社交焦慮及認知思維,降低孤獨感等方面具有一定的有效性。 本研究通過小組工作使案主的社交焦慮狀況有所改善,但評估結果也不排除個別因子的改變是干預對象刻意有所隱瞞或者一些情境性的因素的影響。短期的小組工作介入能否真正使干預對象在社交焦慮,消極的認知思維習慣、缺乏孤獨感等方面發(fā)生改變,還有待于繼續(xù)探索。
[Abstract]:College students are at the stage of transition from adolescence to adulthood. At this stage, they have to face not only physiological changes, but also pressure from all sides. In recent years, college students have dropped out of school because they can't bear all kinds of pressure. Suicides often occur. The reason why college students become so vulnerable and so overwhelmed is because they carry the hope of society, the expectations of parents, the ideals of their own. So the pressure followed. Now the only task students have before the college entrance examination is to study, learning is everything, but how to take care of their own lives, how to interact with others, how to cope with all kinds of events alone, It is a very strange course for them. So when many freshmen enter university, because they can not adapt to strange environment, unable to establish harmonious interpersonal relationships, lack of courage to face setbacks and overcome difficulties, Social anxiety is one of the common negative emotions, which can be seen as a combination of tension and fear when individuals interact with others or get noticed. Anxiety, anxiety and even social avoidance behavior is a complex negative emotional experience. Social anxiety can not be ignored for the mental and physical sub-health of college students, and will directly affect the interpersonal interaction of freshmen. Indirectly affect their normal learning life. The basic status of college freshmen's social anxiety was investigated by means of scale screening and interview. It is found that college freshmen have different degrees of social anxiety, which hinders the ability of learning and life adaptation and the sound development of personality. The causes of social anxiety of freshmen are three factors, namely, personal factors. Family factors and environmental factors, among which personal factors are introverted and not good at communication, lack of social skills do not interact with people, Irrational cognitive negative self-evaluation. Family factors include differences in parental rearing styles and family economic conditions. The team used behavioral therapy and rational emotional behavioral therapy to intervene in social anxiety among freshmen. Symptom Checklist (SCL-90) and Communication anxiety scale (IAS) were selected as evaluation tools to evaluate the intervention effect of the group work. The pre-and post-test data were statistically analyzed by SPSS.20.0. The results showed that group intervention was effective in improving college freshmen's social anxiety, cognitive thinking and loneliness. In this study, the social anxiety of the victim was improved through group work. However, the evaluation results also did not rule out that the change of individual factors was influenced by the intervention objects' deliberate concealment or some situational factors. Can short-term group work intervention really make the intervention participants' social anxiety and negative cognitive thinking habits? Lack of loneliness and other aspects of change, has yet to continue to explore.
【學位授予單位】：南京農業(yè)大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：C916;C912.6

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