摘要
目的:运用归因训练改善留守初中生的不良应对方式。方法:选用归因风格问卷和青少年应对方式问卷筛选出存在不良应对方式的留守初中生,设计归因训练团体辅导活动进行干预。干预结束后进行后测。结果:留守初中生的归因风格和情绪取向应对方式得分在归因训练前后存在显著差异。结论:归因训练改变了留守初中生的归因风格,减少了留守初中生幼稚的情绪取向的应对方式。归因训练对留守初中生应对方式的改善有一定的效果。
Objective： Using attribution training to improve the coping style of left-behind junior middle school students, so that they can use the right way to deal with sorts of things happened in their lives. Methods： Choosing Children＇s Attributional Style Questionnaire and Middle School Students＇ Coping Style Questionnaire to test left-behind junior middle school students, selecting those who got unhealthy coping style to be testee. Follow the principle of voluntary, and finally decided which of those students will participate in group activities. Design plans of attribution training to intervene. The plans contain six activities with different themes, these six themes are： Emotion Kaleidoscope; My Mood, My Call; A Fight Between Optimism and Pessimism; When the Bad Things Come; When The Good Things Come; Don＇t Worry, Be Happy. At the end of all six activities, using the two questionnaires to check the effects of attribution training group counseling. Do statistical analysis with SPSS18.0. Result After attribution training group counseling, the score of attribution methods and the emotion-oriented coping style both have significant differences compared with before. Conclusion： Attribution training successfully changed the coping style of left-behind junior middle school students, their coping style tend to be more positive. Meanwhile, their juvenile emotion-oriented coping behavior decreased. Attribution training did have some effects on improving left-behind junior middle school students＇ coping style. But there are still some limitations. Attribution training did not increase the problem-oriented coping behavior of left-behind junior middle school students, which means, attribution training only can reduce negative coping methods, but do no help to promote positive coping patterns. Anyhow, the decrease of negative coping methods creates possibilities for increasing positive coping pat- terns, which still has important value.
出处
《心理技术与应用》
2015年第4期35-38,共4页
Psychology(Techniques and Applications)
基金
云南省教育科学"十二五"规划2012年度重点课题"云南留守儿童归因方式与应对方式关系研究与干预"(立项编号:Z12001)成果
关键词
归因训练
应对方式
留守初中生
团体辅导
attribution training
coping style
left-behind junior middle school students
group counseling
