初中生心理弹性的特点及心理课程干预研究

The Characteristics of Junior High School Students’ Psychological Resilience and Psychological Curriculum Intervention Research

摘要: 目的：比较三种不同心理课程对初中生心理弹性的干预作用，探索出培养初中生心理弹性的心理课程教学方案。方法：通过心理弹性量表对1813名在校初中生进行问卷调查，通过沙盘游戏、团辅活动、心理电影赏析三种不同心理健康课程干预中学生心理弹性。结果：① 本研究中初中生心理弹性总体上处于中上水平，男生在情绪控制、积极认知上显著高于女生，在人际协助水平上显著低于女生；初一年级在目标专注、情绪控制、人际协助维度上显著高于初二、初三；作为独生子女的学生在目标专注、积极认知、家庭支持三个维度上均显著高于非独生子女；担任班干部角色的学生在目标专注、积极认知、家庭支持、人际协助四个维度上显著高于非班干部；父母在家就近陪伴的学生在目标专注、积极认知、家庭支持三个维度上均显著高于非留守学生；家庭结构完整的学生在心理弹性总分和各维度上均显著高于离异家庭学生。② 本研究中设计并实施的三种心理课程均有干预成效，能有效提高个体在目标专注、情绪控制、积极认知维度上的心理弹性，其中团辅课程对学生心理弹性的整体干预效果最佳。

Abstract: Objective: To compare the intervention effects of three different psychological courses on the resilience of junior high school students, and to explore the psychological course teaching plan for cultivating the resilience of junior high school students. Methods: A questionnaire survey was conducted on 1813 junior high school students through the resilience scale, and three different mental health courses were used to intervene in the resilience of middle school students through sandplay, group activities and psychological movie appreciation. Results: ① The psychological resilience of junior high school students was generally at the upper-middle level. Boys were significantly higher than girls in emotional control and positive cognition, and significantly lower than girls in interpersonal assistance; The dimensions are significantly higher than those of the second and third grades of junior high school; Students who are only children are significantly higher than non-only children in the three dimensions of goal focus, positive cognition, and family support; The four dimensions of knowledge, family support, and interpersonal assistance are significantly higher than those of non-class cadres; Students whose parents are close to home are significantly higher than non-left-behind students in the three dimensions of goal focus, positive cognition, and family support; Students with a complete family structure Students’ total score and each dimension of resilience were significantly higher than those of students from divorced families. ② The three psychological courses designed and implemented in this research have intervention effects, which can effectively improve the individual’s psychological resilience in the dimensions of goal focus, emotional control, and positive cognition. The overall intervention for resilience was the best.