合理情绪疗法缓解离异家庭初中生孤独感的探索研究

发布时间：2018-07-08 08:09

本文选题：合理情绪疗法 + 离异家庭初中生　；参考：《云南师范大学》2013年硕士论文

【摘要】：由于社会的发展，人们的婚姻观有了很大的改变，这导致离婚率急剧上升，来自离异家庭的孩子愈来愈多。而在离异家庭子女总人数中，中小学生人数最多。在面对父母离异时，由于社会舆论的压力等因素，使他们不能正确看待父母的离异，逐渐形成了不合理的思维方式，感觉被社会、家庭所抛弃，没有人爱他们，在心理和情感上都得不到满足与理解，导致他们体验到较高的孤独感。近年来，国内对孤独感的研究发展较快，但主要是问卷调查和数据搜集，干预研究较少，尤其是针对离异家庭初中生这一特殊群体的研究就更少。因此，本研究采用合理情绪疗法，主要是通过改变离异家庭初中生在面对父母离异时产生的不合理的信念和想法，建立合理的思维方式，来调整他们的不良情绪和行为，从而能够有效的缓解离异家庭初中生的孤独感，更好的将合理情绪疗法应用到学校心理健康辅导和教育中。本研究采用匹配组设计，在研究过程中对实验组、控制组和参照组被试的孤独感量表前后测得分进行分析比较，以及结合对合理情绪疗法过程的描述和分析，从而探索合理情绪疗法对缓解离异家庭初中生孤独感的干预效果。本文通过调查和干预得出以下结论： 1、对初中生在性别、年级、是否独生等变量上孤独感进行比较，结果显示被试的孤独感水平在性别、是否独生和家庭所在地上不存在显著差异，但是在年级和学习成绩变量上被试的孤独感水平差异显著。 2、在初中生孤独感程度上离异家庭的高于非离异家庭的，且差异十分显著。 3、经过为期两个月的干预，实验组的孤独感有了极为显著的改善，实验组的后测得分显著地低于前测的得分。 4、在UCLA量表得分上，较之实验前，控制组的得分有了一定程度的下降，但是，与实验前相比，差异并不显著。 5、经过两个月的干预，实验组的孤独水平有了显著下降，与控制组相比差异极为显著，而与参照组没有显著差异。 6、运用合理情绪疗法对离异家庭初中生的高孤独感者进行干预，能够帮助他们降低孤独感，，表明此疗法是有效果的。
[Abstract]:Due to the development of society, people's concept of marriage has changed greatly, which leads to a sharp rise in divorce rate, and more children come from divorced families. In the total number of children in divorced families, the number of primary and middle school students is the largest. In the face of parents divorced, due to the pressure of public opinion and other factors, so that they can not correctly look at their parents divorced, gradually formed an unreasonable mode of thinking, feeling abandoned by society, family, no one loves them, Lack of psychological and emotional satisfaction and understanding lead to a higher sense of loneliness. In recent years, the research on loneliness has developed rapidly in China, but it is mainly questionnaire survey and data collection, and the intervention research is less, especially for the special group of divorced junior high school students. Therefore, this study adopts rational emotional therapy, mainly by changing the irrational beliefs and ideas of divorced junior high school students in facing their parents' divorce, and establishing a reasonable mode of thinking to adjust their bad emotions and behaviors. Thus, it can effectively alleviate the loneliness of middle school students from divorced families, and better apply rational emotional therapy to school mental health counseling and education. In this study, the matched group design was used to analyze and compare the scores before and after the loneliness scale of the experimental group, the control group and the reference group, as well as the description and analysis of the process of rational emotional therapy. So as to explore the intervention effect of rational emotional therapy on relieving loneliness of divorced junior high school students. Through investigation and intervention, this paper draws the following conclusions: 1. Comparing the loneliness of junior high school students in gender, grade, single child and other variables, the results show that the loneliness level of the subjects is gender. There was no significant difference between the single child and the family location, but there was significant difference in the loneliness level of the subjects in grade and academic achievement variables. 2. The loneliness degree of the middle school students was higher than that of the non-divorced family. And the difference was very significant. 3. After two months of intervention, the loneliness of the experimental group was significantly improved, the post-test score of the experimental group was significantly lower than that of the pre-test score, and the score of the UCLA scale was significantly lower than that of the experimental group. Compared with before the experiment, the scores of the control group decreased to some extent, but the difference was not significant. 5. After two months of intervention, the loneliness level of the experimental group decreased significantly. Compared with the control group, the difference was very significant, but there was no significant difference between the control group and the reference group. This therapy is shown to be effective.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：B844.2

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