团体沙盘游戏与认知行为疗法对医学专科生学业效能感的干预效果比较

Comparison of intervention effects of group sand-play and cognitive behavioral therapy on medical students' academic self-efficacy

目的探讨团体沙盘游戏与团体认知行为疗法对医学专科生学业效能感的干预效果,为寻找更有效的医学生精神卫生干预途径提供参考。方法使用"学业自我效能感量表"从湖南省某医学专科学校中筛选出总分低于69分或分量表低于36分的48名学生,随机均分成团体沙盘游戏组、认知行为组和对照组,进行为期7周的心理干预,分别于干预1周、1个月后,再次使用该量表评估心理干预的效果。结果干预前,沙盘游戏组、认知行为组及对照组在学习能力自我效能、学习行为自我效能及总分上差异均无统计学意义(F值分别为1.238,0.233,0.324,P值均>0.05)。干预1周、1个月后,沙盘游戏组与认知行为组除干预1个月后学习行为自我效能感得分与干预前差异无统计学意义外(P值均>0.05),学业自我效能感其余各维度得分较干预前均明显升高,且差异均有统计学意义(P值均<0.05)。结论团体沙盘游戏疗法对医学专科生学习行为自我效能感的干预持久性优于认知行为疗法。

Objective To compare the effects of group sand-play and cognitive behavioral therapy on medical students＇ academic self-efficacy. Methods It combined the academic self-efficacy scale and face-to-face interviews, and selected 48 students whose total score lower than 69 or subscales＇ score lower than 36, then randomly divided them into sand-play group,cognitive behavioral group and control group to take 7 weeks＇ group sand-play and group cognitive behavioral therapy. Before the intervention started and after the intervention was ended for one months, respectively test the subjects by academic self-efficacy scale. Results The scores which post and after one months in academic self-efficacy were higher than before（ P〉0.05）,with the exception of sore of learning behavior self-efficacy（ P〈0. 05）. Conclusion The results indicated that retention of the effectiveness of group sand-play therapy is better than that of the cognitive behavioral therapy in sore of learning behavior self-efficacy.