认知归因团体心理咨询对大一新生人际交往困扰的改善效果

Intervention effects of cognitive-attribution group counseling in college freshmen with interpersonal problem

目的:探讨认知归因团体心理咨询对大一新生人际交往困扰的改善效果。方法:通过海报招募和量表筛查筛选出存在交往问题的大一新生80人[症状自评量表(SCL-90)的人际关系敏感因子分>27分,同时大学生人际交往综合诊断量表(SIIDS)得分≥9分],将其随机分为干预组(n=40)和对照组(n=40)。依据认知归因理论设计干预方案,对干预组进行7周认知归因团体心理咨询(每周1次,每次3 h),对照组处于常态。在基线及7周干预后使用SIIDS、团体干预评价表(RFGPC,共5个条目)评估干预效果。结果:基线期,干预组与对照组SIIDS总分及4个因子分差异均无统计学意义(均P>0.05);7周干预后,干预组SIIDS总分及4个因子分均低于对照组(均P<0.01)。在RFGPC的5个条目上,干预组对干预效果良好持"赞同"和"非常赞同"的人数比例分别为95%、87.5%、92.5%、100%和77.5%。结论:本研究提示,认知归因团体心理咨询对改善大一新生人际交往困扰具有良好的效果。

Objective： To explore the effect of intervention of cognitive-attribution group counseling in college freshmen with puzzlement in interpersonal communication. Methods： Totally 80 college freshmen with interpersonal disorder were recruited after filled out in the Students＇Interpersonal Communication Integrated Diagnostic Scale （ SIIDS） and Symptom Check List 90 （SCL-90） （ the score of interpersonal sensitivity factor 〉 27 and score of SIIDS ≥9）. Participants were randomly allocated into intervention group （n = 40） and control group （n = 40）. Counseling scheme was designed according to cognitive-attribution theory, participants in intervention group received cognitive- attribution group counseling for 7 weeks （once per week, 3 hours each time）, while participants in control group had no intervention. All participants were assessed with SIIDS, Rating Form of Group Psychological Counseling （RFG- PC） at baseline and 7 weeks after the intervention. Results： Under baseline condition, there was no significantly difference between intervention group and control group （PS 〉 0. 05）. After 7-week intervention, the SIIDS scores were lower in intervention group than in control group （Ps 〈 0. 01）. Participants of intervention group answered to the 5 questions of RFGPC, the proportions ranges from ＂approval＂ to ＂strongly approval＂ were 95%, 87.5%, 92. 5%, 100% and 77.5%. Conclusion： It suggests that cognitive-attribution group counseling has a positive effect on improving college freshmen＇s interpersonal problem.