初中生自我表露团体辅导效果评价  

Evaluation on Self-disclosure Group Counseling of Middle School Students

作　　者：邴倩[1] 娄文婧[2] 

机构地区：[1]聊城大学教育科学学院,山东聊城252059 [2]聊城大学东昌学院,山东聊城252059

出　　处：《保健医学研究与实践》2014年第1期33-36,共4页Health Medicine Research and Practice

摘　　要：目的评价自我表露团体辅导对提高初中生自我表露的有效性,为提高初中生自我表露的水平和提升人际关系效能感提供依据。方法随机选取某初中二年级2个班共123人,实验组63人,对照组60人。对实验组进行自我表露团体辅导,为时8周,每周1次;对照组进行常规学习。2组学生在辅导前和辅导后分别完成中学生自我表露问卷和中学生人际交往效能感问卷调查。结果团体辅导后,实验组自我表露的内容和功能认识维度、人际交往效能感的信任感和主动性维度得分均高于对照组,差异有统计学意义(P<0.05);实验组干预前后在上述4个维度上的得分差异均有统计学意义(P<0.05)。结论自我表露团体辅导能有效提高初中生自我表露的水平和人际关系效能感,效果显著。Objective To evaluate self-disclosure group counseling for improving the self-disclosure effective- ness of middle school students so as to provide evidences for increasing the level of their self-disclosure and en- hancing their interpersonal efficacy. Method 123 second-grade students of two classes in a middle school were randomly selected. 63 students were in the experimental group and 60 were in the control group. The experi- mental group were given self-disclosure group counseling once a week for eight weeks and the control group were given conventional learning. All students in both groups finished questionnaires about self-disclosure and interpersonal efficacy before and after their counseling. Results Scores in the experimental group for the con- tent of self-disclosure, cognition of functions, the trust and initiative of interpersonal efficacy were higher than those of the control group; the differences were statistically significant （P 〈0.05）. Differences of scores on these four dimensions in the experimental group before and after intervention were statistically significant （P〈 0.05）. Conclusion Self-disclosure group counseling can effectively improve the self-disclosure and interperson- al efficacy of middle school students and the effect is significant.

关 键 词：自我表露 人际关系效能感 团体辅导 初中生 

分 类 号：B844.2[哲学宗教—发展与教育心理学]