积极心理团体训练对特殊教育教师心理弹性与自我效能的影响

Effects of positive psychological group training on psychological resilience and selfefficacy in special education teachers

目的:探讨积极心理团体训练对特殊教育教师心理弹性与自我效能的影响效果。方法:选取上海市2所特殊学校的教师各36、48名,分别接受12个月积极心理团体训练(干预组)和支持性团体活动(对照组)。采用心理弹性量表(CD-RISC)、一般自我效能感量表(GSES)、简易应对方式问卷(SCSQ)进行基线和干预6月、12月共3次测评,采用重复测量方差分析进行干预前后比较。结果:CDRISC总分及3个维度得分、GSES总分、SCSQ的积极应对与消极应对得分在测量时间与组别上均存在交互效应(均P<0.001)。基线期两组的各量表得分差异均无统计学意义(均P>0.05);干预6月,干预组的CD-RISC总分及力量维度得分、GSES总分、积极应对得分均高于同期对照组(均P<0.05);干预12月后,干预组的CD-RISC总分及3个维度得分、GSES总分、积极应对得分均高于同期对照组(均P<0.001),消极应对得分低于同期对照组(P<0.001)。结论:积极心理团体训练对提高特殊教育教师的心理弹性水平和自我效能感具有积极促进作用。

Objective:To explore the effect of positive psychological group training on the psychological resilience and self-efficacy in special education teachers.Methods:Totally 36 and 48 teachers from two special schools in Shanghai were selected separately,to receive 12 months of positive psychological group training(intervention group)and supportive group activities(control group),respectively.Three assessments were conducted,including baseline data collection,assessment after 6 months of intervention and assessment after 12 months of intervention.Assessments were performed by applying the Connor-Davidson Resilience Scale(CD-RISC),General SelfEfficacy Scale(GSES),and Simple Coping Style Questionnaire(SCSQ).Repeated measures analysis of variance was used to compare before and after intervention.Results:The total scores of CD-RISC and 3-dimension scores,GSES scores,positive response and negative response scores of SCSQ had interaction effects on measurement time and the classification of groups(P<0.001).There was no significant difference in the scores of each scale between the two groups in the baseline period(Ps>0.05).After 6-month intervention,the CD-RISC total scores,strength dimension scores,GSES scores,and positive response scores were higher in the intervention group than in the control group(Ps<0.05).After 12-month intervention,the total scores of CD-RISC and the three-dimension scores,GSES score,and the positive response score were higher and the negative response scores were lower in the intervention group than in the control group(Ps<0.001).Conclusion:Positive psychological group training may have a positive effect on improving the level of psychological resilience and self-efficacy in special education teachers.