摘要
目的探讨初中生班级干预活动对人际关系的改善作用,以及伴随干预产生的对问题行为的影响。方法在实验班内进行人际关系的干预。使用社会距离量表、Conners儿童行为问卷和问题行为观察记录表在干预前、后和3个月后进行测量。结果在干预后和随访测量中实验班学生人际关系都有较大改变(t1=4.78,t2=14.43,P<0.05),在家庭环境中各问题行为因子有显著改变(Z=-3.3,-2.25,-2.23,-3.25,-3.54,P<0.05);学校环境中问题行为发生频次呈下降趋势。结论在班级内进行人际关系干预可有效改善班级人际关系,干预对与情绪控制、人际交往和遵守社会规范有关的问题行为有较好的改善作用。
Objective To explore the effects of interpersonal relationship intervention in class of junior middle school students, and the affect to problem behaviors with the intervention. Methods Intervening Interpersonal Relationship in experiment class, using social-relationship scale and Conners children problem behavior scale assesses and record the problem behaviors before/after experiment and three month later. Results Interpersonal relationship in experiment class have great changed （t1 = 4.78,t2=14. 43, P〈0. 05）, the problem behaviors in family have shown improvement（Z=-3. 3,-2.25,-2.23,-3.25 ,-3.54,P〈0. 05） ,and the problem behaviors in school have reduced. Conclusion Interpersonal relationship intervention in class can improve interpersonal relationship, with the intervention, the problem behaviors which relate to mood control, interpersonal contact and observe public order have take a turn for the better.
出处
《中国健康心理学杂志》
2008年第11期1248-1250,共3页
China Journal of Health Psychology
关键词
心理卫生
中学生
人际关系
问题行为
Mental health
Junior middle school students
Interpersonal relationship
Problem and behavior
