绘画团体辅导对小学生问题行为及亲子关系质量干预效果评价  

Effect of painting group counseling on problem behaviors and parent-child relationships quality in pupils

作　　者：李志红 巫宇军[2] 徐扬 LI Zhihong;WU Yujun;XU Yang(Psychological Counseling and Health Education Center of Gannan Normal Universityt Ganzhou(341000),Jiangxi Province,China;不详)

机构地区：[1]赣南师范大学心理咨询与健康教育中心,江西赣州341000 [2]赣南师范大学音乐学院,江西赣州341000 [3]北京绘概念艺术教育咨询中心

出　　处：《中国学校卫生》2022年第6期839-842,846,共5页Chinese Journal of School Health

基　　金：江西省2018年度文化艺术科学规划项目(YG2018024)。

摘　　要：目的 探索绘画团体辅导对小学生问题行为及亲子关系质量的干预效果,为促进小学生心理健康提供一种新的思路和实操方法。方法 对某小学四年级全体学生随机选取其中两个班分别为实验组和对照组,进行为期8周的绘画团体辅导实验,采用Conners儿童行为问卷、问题解决量表和家长接纳问卷为评估工具。结果 组间比较显示,干预前实验组(27.59%)与对照组(15.38%)的问题行为检出率差异无统计学意义(Z=1.10,P>0.05),干预后实验组问题行为检出率的降低程度(17.24%)高于对照组(3.85%)(Z=3.71,P<0.01);干预前两组在问题解决和家长接纳的得分上差异均无统计学意义(t值分别为0.63,0.38,P值均>0.05),干预后实验组的问题解决得分低于对照组(t=-2.28,P<0.05),家长接纳得分高于对照组(t=2.57,P<0.05)。组内比较显示,干预后实验组的问题行为和问题解决得分均比干预前降低(t值分别为2.56,2.44),而家长接纳得分比干预前提高(t=-2.26)(P值均<0.05);对照组各变量的得分在干预前后的差异均无统计学意义(P值均>0.05)。重复测量方差结果显示,问题行为的主效应、问题解决和家长接纳的交互效应均有统计学意义(F值分别为8.63,8.01,4.62,P值均<0.05)。结论 绘画团体辅导能减少小学生的问题行为,并提高其亲子关系质量,可在小学心理健康教育中应用,为促进小学生健康成长发挥积极的作用。Objective To explore the effectiveness of painting group counseling intervention on problem behavior and the quality of parent-child relationship in primary school students. Methods The problem behaviors of grade fouth primary school students were screened and compared with the norm. Two classes were randomly selected as the intervention group and control group, respectively. Intervention group received for an 8-week painting group counseling experiment. Conners Child Behavior Rating Scale, Problem Solving Scale and Parental Acceptance Questionnaire were used as the evaluation tools. Results There was no significant difference in the detection rate of problem behavior between the experimental and the control group before intervention(27.59%, 15.38%, Z=1.10, P>0.05). After intervention, the detection rate of problem behavior in the experimental group was significantly lower than that in the control group(17.24%, 3.85%, Z=3.71, P<0.01). There was no difference in the scores of problem solving and parental acceptance between the two groups before the intervention(t=0.63, 0.38, P>0.05). After the intervention, the score of problem solving in the experimental group was lower than that in the control group(t=-2.28, P<0.05), and the score of parental acceptance was higher than that in the control group(t=2.57, P<0.05). For the intervention group, problem behavior and problem solving decreased significantly(t=2.56, 2.44, P<0.05), while the scores of parental acceptance increased significantly(t=-2.26, P<0.05)after the intervention. The scores of these three variables in the control group showed no significant changes before and after the intervention(P>0.05). The results of repeated measurement variance showed that the main effect of problem behavior and the interactive effect of problem solving and parental acceptance(F=8.63, 8.01, 4.62, P<0.05) were significant. Conclusion Painting group counseling can reduce the problem behaviors of primary school students and improve the quality of parent-child relationship. It can b

关 键 词：团体处理 行为 亲子关系 干预性研究 学生 

分 类 号：G78[文化科学—教育学] G444[哲学宗教—心理学] G627.8[哲学宗教—发展与教育心理学]