茶饮团体心理辅导改善大学生心理健康状况效果

邓旭阳; 林启修; 朱斯妤; 刘晓刚; 徐柳青; 贺婧; 王志琳

doi:10.16835/j.cnki.1000-9817.2024184

茶饮团体心理辅导改善大学生心理健康状况效果

doi: 10.16835/j.cnki.1000-9817.2024184

1.
东南大学心理健康教育中心，江苏南京 211189
2.
南京工业大学心理健康教育指导中心
3.
淮安市教育局办公室
4.
东南大学人文学院
5.
南京医科大学医学人文研究院

基金项目:

2021年教育部高校思想政治工作精品工程“心理育人”项目教思政司函〔2021〕2号

2022年江苏省高校心理健康教育名师工作室培育项目苏教学函[2022]15号

教育部高校思想政治工作专项项目 2023

详细信息

作者简介:
邓旭阳(1966-)，男，重庆市人，博士，副教授，主要研究方向为心理健康教育与咨询辅导

通讯作者:
林启修，E-mail: 277684389@qq.com

利益冲突声明 所有作者声明无利益冲突。
中图分类号: R179 B844.2 G478 TS275.2
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出版历程
- 收稿日期: 2023-10-08
- 修回日期: 2024-02-27
- 网络出版日期: 2024-06-27
- 刊出日期: 2024-06-25

Effect of group counseling integrating tea-drinking on mental health improvement of college students

1.
Mental Health Education Center of Southeast University, Nanjing(211189), Jiangsu Province, China

摘要

摘要: 目的探讨茶饮团体心理辅导对大学生抑郁、社交回避及苦恼、应对方式、自尊的干预效果，为促进学生心理健康发展提供参考依据。方法 2021年3—6月，采用方便抽样方法从南京市某高校通过海报方式招募46名大学生进行干预研究，干预组、对照组各23名学生，辅导时间为每周2.5 h，共6周。干预组运用茶类知识讲解、观察学习、具身体验、情绪表达、人际互助与情感支持、文化礼俗与生活融入等整合式“茶饮冲泡体验”的团体辅导方式进行两期辅导；对照组在干预结束后进行一次茶饮团体心理辅导。采用Wilcoxon差异性检验和Mann-Whitney U检验分别进行组内和组间的比较，采用χ²检验进行抑郁检出率的比较。结果干预前干预组和对照组在积极应对、消极应对、自尊、社交回避及苦恼得分差异均无统计学意义(Z值分别为-1.20，-0.33，-0.35，1.31，P值均>0.05)。干预后干预组和对照组在积极应对方式、自尊和社交回避及苦恼3个方面(27.70±5.60，22.05±4.30；30.52±3.63，28.27±4.06；7.43±7.38，13.64±6.79)差异均有统计学意义(Z值分别为-3.31，-2.10，3.22，P值均＜0.05)。干预组干预前后社交回避及苦恼得分(11.96±7.47，7.43±7.38)差异有统计学意义(Z=-2.88)，抑郁检出率(60.9%，30.4%)下降(χ²=4.29)(P值均 < 0.05)；对照组干预前后积极应对、消极应对、自尊、社交回避及苦恼得分、抑郁检出率差异均无统计学意义(Z/χ²值分别为-0.28，-0.42，-1.24，-1.25；1.39，P值均>0.05)。1年后的追踪结果显示，干预组和对照组在社交回避及苦恼得分(6.57±6.21，14.16±9.22)、抑郁检出率(21.7%，52.2%)差异均有统计学意义(Z/χ²值分别为2.70，4.57，P值均 < 0.05)。结论茶饮团体心理辅导能改善大学生人际交往与情绪状态，自尊水平和应对方式。可通过茶饮团体心理辅导改善大学生心理健康状况。
- 团体处理 /
- 精神卫生 /
- 干预性研究 /
- 茶 /
- 学生
Abstract: Objective To explore the intervention effect of group counseling integrating tea-drinking on depression, social avoidance and distress, coping styles and self-esteem among college students, so as to provide references for promoting the psychological health of students. Methods From March to June 2021, a convenience sampling method was used to recruit 46 college students from a university in Nanjing for intervention project. There were 23 students in intervention group and control group, respectively. The intervention was conducted for 2.5 hours per week across a 6 week period. The intervention group received two sessions of group counseling that incorporated tea-drinking experience, and the sessions involved tea knowledge explanation, observation and learning, embodied experience, emotional expression, interpersonal assistance and emotional support, cultural customs and life integration. After the intervention was completed, the control group received one-time group counseling that integrated tea-drinking. The Wilcoxon difference test and Mann-Whitney U test were performed to compare the scores of each scale within and between the groups, and the χ² test was used to compare the detection rates. Results There were no statistically significant differences in the scores of positive coping, negative coping, self-esteem, social avoidance and distress between the intervention group and the control group (Z=-1.20, -0.33, -0.35, 1.31, P>0.05). There were statistically significant differences in positive coping styles, self-esteem, social avoidance and distress between the intervention group and the control group after the intervention(27.70±5.60, 22.05±4.30;30.52±3.63, 28.27±4.06;7.43±7.38, 13.64±6.79) (Z=-3.31, -2.10, 3.22, P < 0.05). The intervention group showed statistically significant differences in social avoidance and distress scores before and after the intervention(11.96±7.47, 7.43±7.38) (Z=-2.88), and the depression detection rate decreased(60.9%, 30.4%) (χ²=4.29) (P < 0.05). There were no statistically significant differences in positive coping, negative coping, self-esteem, social avoidance and distress scores, and depression detection rate between the control group before and after the intervention (Z/χ²=-0.28, -0.42, -1.24, -1.25;1.39, P>0.05). The follow-up results 1-year later showed that there was a statistically significant difference in social avoidance and distress(6.57±6.21, 14.16±9.22), and in the detection rates of depression(21.7%, 52.2%) between the intervention group and the control group (Z/χ²=2.70, 4.57, P < 0.05). Conclusions Group counseling integrating tea-drinking could improve interpersonal relationships, emotional states, self-esteem levels and coping strategies among college students. Group psychological counseling that incorporates tea-drinking can be adopted to improve the mental health status of college students.
- Group processes /
- Mental health /
- Intervention studies /
- Tea /
- Students
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表 1 茶饮团体心理辅导方案

Table 1. Program of group psychological counseling integrating tea-drinking

单元	主题	目的
一、绿茶冲泡体验	自我探索与人际发展(一)	通过自我表达、观察体验和知识学习，人际联结支持和情感交流，促进自我觉察、接纳赋能，启发自主性和参与性。
二、黄茶冲泡体验	自我探索与人际发展(二)	通过茶饮品鉴比较、观察体验和知识学习，人际联结支持和情感交流，促进自我觉察、接纳赋能，启发自发性和互助性。
三、白茶冲泡体验	情绪表达与情感交流(一)	通过知识学习，冲泡和品饮过程的感知体验，理解白茶起源、发展和分类、自然萎凋工艺和启示意义；结合生活事件分享，促进真实情绪表达和积极情感交流。
四、红茶冲泡体验	情绪表达与情感交流(二)	通过知识学习，冲泡和品饮过程的感知体验，理解红茶起源、发展和分类、发酵工艺和启示意义。结合生活事件分享，促进真实情绪表达和积极情感交流。
五、黑茶冲泡体验	文化感知与生活融入(一)	通过知识学习，冲泡和品饮过程的感知体验，理解黑茶起源、发展过程和品种、发酵工艺和启示意义。结合生活事件分享、积极情感交流和生活联结，增进文化感知性和生活融入度。
六、青茶冲泡体验	文化感知与生活融入(二)	通过知识学习，冲泡和品饮过程的感知体验，理解青茶起源、发展过程和分类、发酵工艺和启示意义。结合生活事件分享、积极情感交流和生活联结，增进文化感知性和生活融入度。

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表 2 干预组与对照组大学生干预前后各量表得分比较(x±s)

Table 2. Comparison of scores on various scales between intervention group and control group of college students before and after intervention(x±s)

组别	干预前后	人数	统计值	积极应对	消极应对	自尊	社交回避及苦恼
干预组	干预前	23		25.87±4.68	9.57±4.11	30.04±4.18	11.96±7.47
	干预后	23		27.70±5.60^a	8.78±4.90	30.52±3.63^a	7.43±7.38^a
			Z值	1.19	-1.15	0.73	-2.88^**
对照组	干预前	23		22.86±7.92	9.09±3.66	29.18±3.78	14.68±7.56
	干预后	23		22.05±4.30	8.77±3.15	28.27±4.06	13.64±6.79
			Z值	-0.28	-0.42	-1.24	-1.25
注： **P < 0.01；干预后干预组与对照组比较，a P < 0.05。

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