人际取向团体心理治疗对大学生来访的疗效探析

A Preliminary Analysis of the Effectiveness and Mechanisms of Interpersonally-Oriented Group Psychotherapy for University Student Clients

摘要: 目的：初步探析人际取向团体心理治疗对大学生来访的效果及作用机制。方法：对在某一综合大学心理咨询中心的大学生来访，接受每周1次持续最短一个学期12次，最长6个学期72次的人际取向团体心理治疗的60例来访，采用团体心理治疗疗效因子问卷进行测查，并以团体信息反馈表为提纲，对其进行组后半结构式访谈，最后将定量研究结果结合定性材料进行分析。结果：① 人际取向团体治疗对大学心理咨询中心来访的作用体现在对自我的了解和接纳度的提高，对自我情绪管理能力的提升；人际交往能力的提高；行动力的增强及责任感的提升。② 被认为最重要的六个疗效因子依次是存在意识因子、情绪宣泄、自我了解、人际学习(投入)、人际学习(产出)、普通性。③ 被认为最有帮助的10个条目(依重要性排序)是：其他成员诚实地告诉我对我的看法；认识到我终究必须为自己生活的方式负起责任，无论从别人那儿得到多少指导和支持；面对生与死，要因此更诚实地生活，而不被枝节小事羁绊；团体让我知道我给别人留下何种印象；团体给我机会学习与别人交流；了解我与其他成员的交流方式；知道别人解决了我类似的问题；学习如何表达我的感情；赞赏并模仿治疗者；采用另一个团体成员的习性或风格。结论：人际取向团体治疗能够有效帮助到大学生来访，而其主要的疗效因子为存在意识因子、情绪宣泄、自我了解、人际学习(投入)、人际学习(产出)、普通性。

Abstract: Objective: To preliminarily explore the effectiveness and mechanisms of interpersonally-oriented group psychotherapy for university student clients. Methods: Sixty student clients from a comprehensive university’s psychological counseling center, who had received interpersonally-oriented group psychotherapy (once weekly, ranging from a minimum of 12 sessions over one semester to a maximum of 72 sessions over six semesters), were assessed using the Therapeutic Factors Questionnaire. Post-group semi-structured interviews were conducted based on a group feedback form outline. Quantitative results were subsequently analyzed in conjunction with qualitative materials. Results: ① The effects of interpersonally-oriented group therapy for clients at the university counseling center manifested in: increased self-understanding and self-acceptance; improved self-emotion management skills; enhanced interpersonal skills; greater motivation for action; and increased sense of responsibility. ② The six therapeutic factors ranked as most important were, in order: existential awareness, emotional ventilation, self-understanding, interpersonal learning (input), interpersonal learning (output), and universality. ③ The ten items perceived as most helpful (ranked by importance) were: Other members telling me honestly what they think of me; Realizing that I must ultimately take responsibility for how I live my life, no matter how much guidance and support I get from others; Facing life and death, and consequently striving to live more honestly without getting bogged down in trivialities; The group showing me what impression I make on others; The group giving me the chance to learn how to interact with others; Understanding my way of interacting with other members; Knowing that others have problems similar to mine; Learning how to express my feelings; Admiring and imitating the therapist; Adopting mannerisms or styles of another group member. Conclusion: Interpersonally-oriented group psychotherapy can effectively help university student clients. The primary therapeutic factors involved are existential awareness, emotional ventilation, self-understanding, interpersonal learning (input), interpersonal learning (output), and universality.