综合心理干预对人际交往困难大学生的影响

The effect of comprehensive psychological intervention on col-lege students with communication disability

目的：探讨综合心理干预对人际交往困难大学生的影响，为提高大学生人际交往能力提供依据。方法将53名人际交往困难大学生随机分为两组，研究组（27名）予以综合心理干预，对照组（26名）不予以任何干预，观察15周。于心理干预前后采用社交回避与苦恼量表、惧怕否定评价量表、交流恐惧自陈量表、羞怯量表、UCLA 孤独量表、自我评价问卷、德克萨斯社会行为问卷评定干预效果，干预6个月研究组再次评定以观察长期效果。结果心理干预15周末研究组社交回避与苦恼量表、惧怕否定评价量表、羞怯量表、UCLA 孤独量表评分均较干预前显著降低（P＜0．05或0．01），自我评价问卷及德克萨斯社会行为问卷评分均较干预前显著升高（P ＜0．01），对照组则无显著变化（P＞0．05），两组比较差异有显著性（P＜0．01）。心理干预6个月研究组社交回避与苦恼量表、惧怕否定评价量表评分显著低于心理干预15周（P＜0．01），其他量表评分虽有改善但与心理干预15周比较差异均无显著性（P ＞0．05）。结论综合心理干预能显著改善社交困难大学生的负性情绪，提高其人际交往信心及能力。

Objective To explore the effect of comprehensive psychological intervention （CPI） on college students with communication disability （CD） in order to provide basis for improving interpersonal commu‐nication ability of college students .Methods Fifty‐three college students with CD were randomly assigned to two groups ,research group （n = 27） received CPI and control group （n = 26） didn’t ,observed for 15 weeks .Intervention results were assessed with the Social Avoidance and Distress Scale （SAD） ,Fear of Negative Evaluation Scale （FNE） ,Personal Report of Communication Apprehension （PRCA‐24） ,Shyness Scale （SS） ,UCLA Loneliness Scale （UCLALS） ,Personal Evaluation Inventory （PEI） and Texas Social Behavior Inventory （TSBI） before and after intervention ,long‐term results again assessed in research group in the 6th month intervention .Results At the end of the 15th week the SAD ,FNE ,SS and UC‐LALS score lowered more significantly （P〈 0 .05 or 0 .01 ） and the PRCA‐24 and TSBI heightened （P〈 0 .01）compared with pre‐intervention in research group ,those had no significant changes in control group （P〉 0 .05） ,and there were significant group differences （P〈 0 .01） .The SAD and FNE score after 6 month psychological intervention were significantly lower than those in the 15th week （ P 〈 0 .01） ,al‐though other scales’ scores improved ,had no significant differences from those in the 15th week （ P 〉0 .05） .Conclusion Comprehensive psychological intervention could significantly improve negative emo‐tions of college students with communication disability and boost interpersonal communication confidence and ability .