团体箱庭疗法对改善高职学生人际交往能力效果评价

Effect evaluation of Group Sandplay Therapy to improve the interpersonal relationship of vocational college students

目的探究团体箱庭疗法对改善高职学生人际交往能力的可行性与有效性,为改善高职学生心理健康状况提供参考。方法以自愿参与的福建生物工程职业技术学院60名在校高职学生为研究对象,随机分为实验组与对照组(各30名),实验组进行5次团体箱庭治疗,实验前后使用"人际交往能力问卷"评估人际交往能力。结果实验前实验组与对照组主动交往、适当拒绝、自我表露、冲突管理、情感支持及总分差异均无统计学意义(t值分别为-0.965,-1.210,-1.766,-0.051,0.200,-1.185,P值均>0.05)。对照组实验前后主动交往、适当拒绝、自我表露、冲突管理、情感支持及总分差异均无统计学意义(t值分别为-0.126,-0.308,1.251,-0.401,1.220,1.099,P值均>0.05)。实验组实验前后人际交往能力在主动交往、自我表露、冲突管理及总分差异均有统计学意义(t值分别为-4.700,-4.275,-3.574,-5.896,P值均<0.05),适当拒绝与情感支持差异均无统计学意义(t值分别为-1.220,-1.438,P>0.05);实验后与对照组仅在主动交往、自我表露、冲突管理、总分差异均有统计学意义(t值分别为2.107,2.160,2.211,2.055,P值均<0.05)。箱庭操作呈现明显的协调性与阶段性。结论团体箱体疗法对高职学生人际交往能力有一定改善作用,可以在校园心理健康建设中持续开展。

Objective To study the feasibility and effectiveness of group sandplay therapy to improve vocational college students＇ interpersonal relationship,and to provide a reference for improving their mental health. Methods Subjects of the study were 60 vocational college students,who were futher divided into the experimental group（ 30） and the control group（ 30）,and group sandplay therapy was performed in the experimental group for 5 times. The interpersonal relationship questionnaire was used to evaluate the interpersonal relationship before and after the experiment. Results The differences among active communication,appropriate refusal,self-disclosure,conflict management,emotional support and total score of both experimental group and control group were of no statistical significance before the experiment（ t =-0. 965,-1. 210,-1. 766,-0. 051,0. 200,-1. 185,P〈0. 05）; In control group,active communication,appropriate refusal,self-disclosure,conflict management,emotional support and total score were of no significant difference before the experiment（ t =-0.162,-0.507,1.217,-0. 168,-0. 440,-1. 439,P〈0. 05）; In experimental group,interpersonal relationship in active exchanges,self-disclosure,conflict management and total score results were of significant difference before and after the experiment（ t =-4.700,-4.275,-3.574,-5.896,P〈0.05）; The differences between appropriate refusal and emotional support were of no statistical significance（ t =-1. 220,-1. 438,P〈0. 05）. The group sandplay therapy operation were characterized by coordination and multistage development. Conclusion Group sandplay therapy for vocational college students plays a certain role in improving the interpersonal relationship,so it should be continued in the construction of vocational mental health.