格式塔团体心理辅导对大学生学校适应的影响

Effect of Gestalt Group Psychological Counseling on College Students'School Adjustment

目的:探索格式塔团体心理辅导对大学生学校适应的影响效果,为大学生适应问题的解决提供新的方向。方法:选取江苏省某大学20名大学生作为研究对象,采用实验组—对照组准实验设计,对实验组进行为期8周的格式塔团体心理辅导,采用大学生学校适应问卷、自编团体效果评估表评估团体的影响。结果:经过团体心理辅导后,实验组学习动力、学习压力、人际适应、身心适应、总分上的得分均显著高于对照组(t=2.700,P<0.05)(t=4.033,P<0.01)(t=4.903,P<0.001)(t=5.111,P<0.001)(t=7.205,P<0.001)。3个月后对实验组的追踪测量仍显示出持续效果,前测在学习动力、人际适应、身心适应及总分上均显著低于追踪测量(t=-2.629,P<0.05)(t=-2.555,P<0.05)(t=-3.948,P<0.01)(t=-4.781,P<0.001)。实验组成员均报告格式塔团体心理辅导给自己带来积极的、持续性的改变。结论:格式塔团体心理辅导对大学生学校适应具有积极的、持续性效果。

Objective:To investigate the intervention effects of Gestalt group psychological counseling on college students'school adjustment,to provide new ideas and directions for college students to adapt to problems.Methods:20 college students were selected as the study subjects in a university in Jiangsu.The experimental group was treated by Gestalt group psychological counseling for 8 weeks with quasi-experimental design between experimental group and control group.The effects of Gestalt group were assessed with College Students'School Adjustment Questionnaire and Group Effects Evaluation Questionnaire.Results:After group counseling,the scores of learning motivation,learning pressure,interpersonal adaptation,physical and mental adaptation and total scores in the experimental group were significantly higher than those in the control group(t=2.700,P<0.05)(t=4.033,P<0.01)(t=4.903,P<0.001)(t=5.111,P<0.001)(t=7.205,P<0.001).Three months later,the follow-up measurement of the experimental group still showed a sustained effect.The pre-test was significantly lower than the follow-up measurement in learning motivation,interpersonal adaptation,physical and mental adaptation and total scores(t=-2.629,P<0.05)(t=-2.555,P<0.05)(t=-3.948,P<0.01)(t=-4.781,P<0.001).The members of the experimental group reported positive and sustained changes brought by Gestalt group psychological counseling to themselves.Conclusion:Gestalt group psychological counseling has positive and sustained effects on college students'school adjustment.