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目的探讨改善医科大学新生心理社会适应能力干预实验的方法、内容和效果,为制定干预措施提供依据。方法采用心理测验量表评价被试的心理社会适应能力。在对560名新生进行基线问卷测查的基础上,通过分层整群随机抽样对223名学生进行了“学校生活技能”干预,对照组为其余337人。干预实验以班为单位进行,每周2学时,共进行5次。干预实验结束后,采用基线测查时所用相同心理测验问卷进行复测。结果干预后干预组的社会适应和人际关系测验总得分均显著高于干预前(P值均<0.05),且干预组均显著高于对照组(P<0.05)。但干预前、后2组学生的应对方式总得分差异无统计学意义(P>0.05)。结论学校生活技能干预对改善医科大学新生的社会适应能力和人际关系状况有一定的效果,但对应对方式的改善效果不明显。
Objective To explore the methods, contents and effects of intervention experiments to improve psychosocial adaptability of freshmen in medical universities and provide the basis for the formulation of intervention measures. Methods The psychological test scale was used to evaluate the psychosocial adaptability. Based on the baseline questionnaire survey of 560 freshmen, 223 students were interviewed with “School Life Skills” by random stratified cluster sampling, and the control group was 337. Intervention experiments to class as a unit, 2 hours per week, a total of 5 times. After the interventional experiment, the same psychological test questionnaire used in the baseline test was used for retest. Results After intervention, the scores of social adaptation and interpersonal relationship test in intervention group were significantly higher than those before intervention (P <0.05), and the intervention group were significantly higher than the control group (P <0.05). However, before and after the intervention, there was no significant difference in the total scores of coping styles between the two groups (P> 0.05). Conclusion School life skills intervention has some effect on improving social adaptability and interpersonal relationship of freshmen in medical university, but the effect of coping style is not obvious.