初中生心理问题干预中的动力性团体辅导应用及其效果跟踪研究

Dynamic Group Psychotherapy in Junior Middle School Students’ Psychological Problem Intervention and Its Effect Tracking Research

摘要: 目的：评估一种基于动力取向的团体心理辅导方法，对于改善初中生群体常见情绪困扰是否具备应用价值，并考察其疗效的维持情况。方法：研究共纳入120名存在情绪心理困扰的初中学生，将其随机分配至干预组与等待组，每组人数相等。干预组接受系统性的动力性团体辅导，活动持续8周，每周进行1次；等待组在此期间不安排任何主动干预。在团体开始前、结束后以及结束后的第三个月末，分别使用心理韧性评估量表、情绪症状简式量表以及自编的团体反馈问卷收集数据。应用社会科学统计软件对数据进行处理，主要统计方法包括描述性统计、用于基线比较的独立样本检验，以及针对重复测量数据的方差分析模型。结果：初始评估时，两组学生在各项测量指标上的表现未见明显区别。团体活动完结时及后续的追踪时点，数据显示，参与团体的学生在心理韧性方面的评分显著超越了等待组的学生；同时，他们在情绪症状量表所涵盖的忧郁、紧张和压迫感三个方面的得分，均呈现出统计意义上的显著降低。进一步的统计分析揭示，时间因素与分组因素之间存在显著的交互效应，说明干预组的积极变化轨迹明显有别于等待组。团体成员的反馈问卷平均得分较高，显示出对该种干预形式的认可。结论：以动力性理论为指导的团体辅导模式，能够有效地帮助初中生增强应对逆境的心理能力，减轻其情绪层面的不适症状，并且这种有益的影响在干预停止后的一段时期内仍可保持。这一发现支持了在学校环境中引入此类深度团体干预措施的可行性。

Abstract: Objective: To evaluate the applicability of a psychodynamic-oriented group counseling approach in addressing common emotional difficulties among middle school students, and to examine the sustainability of its therapeutic effects. Methods: A total of 120 middle school students experiencing emotional difficulties were enrolled and randomly assigned to an intervention group or a waitlist control group, with equal numbers in each group. The intervention group participated in structured psychodynamic group counseling sessions, conducted once a week over eight weeks. The waitlist control group received no active intervention during the same period. Data were collected at baseline, immediately post-intervention, and at a three-month follow-up using the Connor-Davidson resilience scale (CD-RISC), the Brief Symptom Inventory, and a self-developed group feedback questionnaire. Statistical analyses were performed using social science software, including descriptive statistics, independent samples tests for baseline comparisons, and repeated measures ANOVA (RM-ANOVA). Results: At baseline, there were no significant differences between the two groups on any measures. Following the intervention and at follow-up, students in the intervention group demonstrated significantly higher resilience scores compared with the waitlist control group. They also showed statistically significant reductions in depression, anxiety, and feelings of oppression as measured by the Brief Symptom Inventory. Further analyses revealed a significant interaction between time and group, indicating that the positive changes in the intervention group differed markedly from those in the waitlist control group. Group feedback scores were generally high, reflecting participants’ positive appraisal of the intervention. Conclusion: Psychodynamic-oriented group counseling can effectively enhance middle school students’ resilience, alleviate emotional symptoms, and sustain these benefits for a period after the intervention ends. These findings support the feasibility of implementing such intensive group interventions within school settings.