“四阶递进，生命浸润”——高校班级心理建设“4 + 1”融合策略的实践探索

“Four-Stage Progressive and Life-Infused”: A Practical Exploration of the “4 + 1” Integration Strategy for Class Psychological Construction in Colleges and Universities

摘要: 目的：丰富班级心理建设的理论，满足学生多元化、深层次的心理成长需求，实现心理育人实效；为高校、特别是医学院校开展常态化班级心理育人工作提供可落地、可推广的实践范式。方法：本研究以内蒙古医科大学38名在校医学生为研究对象，构建“4 + 1”融合策略(读书疗法、OH卡牌、绘画表达、团体沙盘 + 生命教育)。以一学期为周期，按照认知启蒙、自我探索、深层洞察、人际实践四阶递进逻辑分层开展干预：读书疗法(第1月)奠定认知基础，为后续自我探索提供话语工具；OH卡牌(第2月)承接认知输入，引导情感觉察，为绘画表达提供意象思维；绘画表达(第3月)完成深层投射与重构，为团体沙盘提供稳定个体基础；团体沙盘(第4月)将前序内化成果投入真实人际协作，转化为班级凝聚力。结论：数据显示，学生通过阅读疗法，生活满意度、幸福感均显著提升(p < 0.05)，通过OH卡牌，学生的压力来源清晰识别率、情绪识别准确性、班级氛围融洽度均显著提升(p < 0.05)。生命意义感量表得分显著提升(p < 0.001)。

Abstract: Objective: This study aims to enrich the theoretical framework of class-based psychological development, address students’ diverse and in-depth psychological growth needs, and achieve tangible outcomes in psychological education. Furthermore, it seeks to provide a feasible and reproducible practical paradigm for colleges and universities, especially medical institutions, to implement routine class-based psychological education. Methods: This study recruited 38 medical students from Inner Mongolia Medical University and developed a “4 + 1” integrated intervention model, which combines four mainstream psychological interventions—bibliotherapy, OH Cards, artistic expression, and group sandplay—alongside life education. The intervention lasted for one semester and followed a four-stage progressive framework: cognitive enlightenment, self-exploration, in-depth psychological insight, and interpersonal practice. Bibliotherapy (Month 1) established the cognitive foundation and equipped students with linguistic tools for subsequent self-exploration. OH Cards (Month 2) built upon prior cognitive input to guide emotional awareness and fostered imagistic thinking for artistic expression. Artistic expression (Month 3) facilitated deep psychological projection and reconstruction, providing a stable individual basis for group sandplay activities. Group sandplay (Month 4) translated the previously internalized achievements into real-world interpersonal collaboration, thereby transforming them into class cohesion. Conclusion: Through bibliotherapy, students’ life satisfaction and well-being significantly improved (p < 0.05), and through OH Cards intervention, students’ rate of clear identification of stress sources, accuracy of emotion recognition, and class climate harmony all significantly increased (p < 0.05). The scores on the Meaning in Life Questionnaire also showed a significant improvement (p < 0.001).