绘画团体辅导对小学生问题行为及亲子关系质量干预效果评价

李志红; 巫宇军; 徐扬

doi:10.16835/j.cnki.1000-9817.2022.06.010

绘画团体辅导对小学生问题行为及亲子关系质量干预效果评价

doi: 10.16835/j.cnki.1000-9817.2022.06.010

1.
赣南师范大学心理咨询与健康教育中心，江西赣州 341000
2.
赣南师范大学音乐学院
3.
北京绘概念艺术教育咨询中心

基金项目:

江西省2018年度文化艺术科学规划项目 YG2018024

详细信息

作者简介:
李志红(1970-)，女，广东惠州人，硕士，讲师，主要从事心理咨询与健康教育工作

通讯作者:
巫宇军，E-mail：bjgdwyj@163.com

利益冲突声明 所有作者声明无利益冲突。
中图分类号: G78 G444 G627.8
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- 被引次数: 0
出版历程
- 收稿日期: 2022-03-07
- 修回日期: 2022-04-04
- 网络出版日期: 2022-06-23
- 刊出日期: 2022-06-25

Effect of painting group counseling on problem behaviors and parent-child relationships quality in pupils

LI Zhihong¹,
WU Yujun^{2
, ,},
XU Yang³

1.
Psychological Counseling and Health Education Center of Gannan Normal University, Ganzhou (341000), Jiangxi Province, China

摘要

摘要: 目的探索绘画团体辅导对小学生问题行为及亲子关系质量的干预效果，为促进小学生心理健康提供一种新的思路和实操方法。方法对某小学四年级全体学生随机选取其中两个班分别为实验组和对照组，进行为期8周的绘画团体辅导实验, 采用Conners儿童行为问卷、问题解决量表和家长接纳问卷为评估工具。结果组间比较显示，干预前实验组(27.59%)与对照组(15.38%)的问题行为检出率差异无统计学意义(Z=1.10，P>0.05)，干预后实验组问题行为检出率的降低程度(17.24%)高于对照组(3.85%)(Z=3.71，P < 0.01)；干预前两组在问题解决和家长接纳的得分上差异均无统计学意义(t值分别为0.63，0.38，P值均>0.05)，干预后实验组的问题解决得分低于对照组(t=-2.28，P < 0.05)，家长接纳得分高于对照组(t=2.57，P < 0.05)。组内比较显示，干预后实验组的问题行为和问题解决得分均比干预前降低(t值分别为2.56，2.44)，而家长接纳得分比干预前提高(t=-2.26)(P值均 < 0.05)；对照组各变量的得分在干预前后的差异均无统计学意义(P值均>0.05)。重复测量方差结果显示，问题行为的主效应、问题解决和家长接纳的交互效应均有统计学意义(F值分别为8.63，8.01，4.62，P值均 < 0.05)。结论绘画团体辅导能减少小学生的问题行为，并提高其亲子关系质量，可在小学心理健康教育中应用，为促进小学生健康成长发挥积极的作用。
- 团体处理 /
- 行为 /
- 亲子关系 /
- 干预性研究 /
- 学生
Abstract: Objective To explore the effectiveness of painting group counseling intervention on problem behavior and the quality of parent-child relationship in primary school students. Methods The problem behaviors of grade fouth primary school students were screened and compared with the norm. Two classes were randomly selected as the intervention group and control group, respectively. Intervention group received for an 8-week painting group counseling experiment. Conners Child Behavior Rating Scale, Problem Solving Scale and Parental Acceptance Questionnaire were used as the evaluation tools. Results There was no significant difference in the detection rate of problem behavior between the experimental and the control group before intervention(27.59%, 15.38%, Z=1.10, P>0.05). After intervention, the detection rate of problem behavior in the experimental group was significantly lower than that in the control group(17.24%, 3.85%, Z=3.71, P < 0.01). There was no difference in the scores of problem solving and parental acceptance between the two groups before the intervention(t=0.63, 0.38, P>0.05). After the intervention, the score of problem solving in the experimental group was lower than that in the control group(t=-2.28, P < 0.05), and the score of parental acceptance was higher than that in the control group(t=2.57, P < 0.05). For the intervention group, problem behavior and problem solving decreased significantly(t=2.56, 2.44, P < 0.05), while the scores of parental acceptance increased significantly(t=-2.26, P < 0.05)after the intervention. The scores of these three variables in the control group showed no significant changes before and after the intervention(P>0.05). The results of repeated measurement variance showed that the main effect of problem behavior and the interactive effect of problem solving and parental acceptance(F=8.63, 8.01, 4.62, P < 0.05) were significant. Conclusion Painting group counseling can reduce the problem behaviors of primary school students and improve the quality of parent-child relationship. It can be applied in primary school mental health education and plays a positive role in promoting the healthy development of primary school students.
- Group processes /
- Behavior /
- Parent-child relations /
- Intervention studies /
- Students
注释:

1) 利益冲突声明 所有作者声明无利益冲突。

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表 1 小学生问题行为及亲子关系绘画团体辅导活动方案

Table 1. Primary school students'problem behavior and parent-child relationship drawing group counseling program

时间	活动主题	内容
第1周	初次相见与自画像	主试自我介绍并介绍另外两位团体带领者，说明团体辅导的主要内容与活动流程；热身，随机分组，各组带领者与各自组员建立信任关系；画自画像，各组内分享。
第2周	房树人绘画	随机分组，在一张A4纸中横着画一幅图，要求包含人、树木、房子3种要素，各组内分享，主试总结。
第3周	团体合作绘画	随机分组，各小组分别合作完成一幅画，组内讨论团体规则；综合各组讨论结果，全班共同制定总的团体规范，记录下来并张贴在显眼的位置。
第4周	涂鸦联想绘画	随机分组，成员在纸上随意涂鸦，然后依次将自己的涂鸦交给另一个成员，在收到的涂鸦上联想作画，轮流根据联想图讲故事或分享绘画过程的感受与体验。
第5周	情绪房子绘画	随机分组，用不同色纸代表不同心情，剪成小块，每个色块代表某种心情的房间，拼贴成一个“情绪房子”，在代表不同心情的房间里绘画，小组分享，主试总结。
第6周	给生活上色	随机分组，用代表不同心情的色笔画出最近生活的心情，小组分享，主试总结。
第7周	“不顺心的事”四格漫画	随机分组，用色笔画出个体近期曾遭遇的一件不顺心的事情、内心感受以及应对和解决过程，在小组内轮流分享，全班代表性分享，主试总结。
第8周	“我的分身”绘画	随机分组，正念观呼吸练习+身体扫描，画出“我的分身”，写下身体扫描中不舒服部位的感觉，小组内分享，全班代表性分享，主试总结，处理离别情绪。

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表 2 两组儿童干预前后问题行为和亲子关系得分比较(x±s)

Table 2. The scores of problem behavior and parent-child relationship before and after intervention were compared between the two groups(x±s)

组别	前后测	统计值	问题行为总分	品行问题	学习问题	心身障碍	冲动-多动	焦虑	多动指数	问题解决	家长接纳
实验组	前测		19.83±20.23	5.55±5.67	2.52±2.31	1.10±2.08	2.24±1.94	2.00±2.14	4.97±4.95	12.28±2.12	33.17±5.39
(n=29)	后测		11.96±10.56	3.29±3.34	2.07±2.20	0.39±0.72	1.43±1.43	1.25±1.09	3.57±3.35	11.47±1.94	35.48±5.19
		t值	2.56	2.86	1.38	1.90	2.71	1.93	1.95	2.44	-2.26
		P值	0.02	0.01	0.18	0.07	0.01	0.06	0.06	0.02	0.03
对照组	前测		14.62±7.81	3.31±2.92	2.81±1.79	0.73±0.87	1.77±1.90	1.62±1.50	4.35±3.10	11.92±1.96	32.50±7.59
(n=26)	后测		11.76±8.25	2.80±2.90	2.88±1.92	0.60±1.06	1.44±1.75	1.12±1.14	4.04±2.95	12.92±2.76	31.08±7.44
		t值	1.63	0.73	-0.21	0.68	0.93	1.93	0.43	-1.77	0.99
		P值	0.12	0.47	0.83	0.51	0.36	0.07	0.67	0.09	0.33

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