团体辅导情绪课程对低年级小学生情绪智力的干预效果

程波; 张文彩

doi:10.16766/j.cnki.issn.1674-4152.004133

团体辅导情绪课程对低年级小学生情绪智力的干预效果

doi: 10.16766/j.cnki.issn.1674-4152.004133

程波^{1, 2, 3},
张文彩^{1, 2, ,}

1.
中国科学院心理研究所心理健康院重点实验室，北京 100101
2.
中国科学院大学心理学系，北京 100049
3.
北京市少年宫教务部，北京 100061

基金项目:

北京市社会科学基金项目 23JYC015

详细信息

通讯作者:
张文彩，E-mail: zhangwc@psych.ac.cn

中图分类号: R499 R179
计量
- 文章访问数: 8
- HTML全文浏览量: 8
- PDF下载量: 2
- 被引次数: 0
出版历程
- 收稿日期: 2024-07-20
- 网络出版日期: 2025-10-31

Analysis of intervention effect of group psychological counseling on emotional intelligence of lower grade students in primary school

CHENG Bo^{1, 2, 3},
ZHANG Wencai^{1, 2
, ,}

1.
Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing 100101, China

摘要

摘要: 目的探讨自编团体辅导情绪课程对7~9岁低年级小学生情绪智力的影响，为提升儿童社会情绪能力、降低行为问题提供借鉴。方法使用方便抽样法，选择2023年4—6月就读于北京市某校外教育机构的低年级小学生65名作为研究对象，按报名课程分为干预组与对照组。每组每周1次课程，每次90 min，共11次。干预前后对2组学生的情绪智力进行测评，使用小学生情绪智力量表进行学生自评，使用儿童社会能力与行为评价量表进行家长他评。最终，干预组25名、对照组35名学生纳入研究，干预组24名、对照组34名家长纳入研究。结果对于学生自评，干预组自我情绪管理干预后为(14.44±3.90)分，高于干预前的(12.24±4.23)分，差异有统计学意义(t=-2.400, P=0.024);干预组自我激励干预后为(19.60±5.12)分，高于干预前的(17.72±5.07)分，差异有统计学意义(t=-2.656, P=0.014)。对于家长他评，协方差分析显示，控制干预前水平，干预后愤怒攻击干预组为(25.92±5.76)分，对照组为(21.00±6.15)分，差异有统计学意义(F=9.264，P=0.004)。结论团体辅导情绪课程对提升学生自我情绪管理、自我激励，降低愤怒攻击水平更为有效。
- 团体辅导 /
- 情绪智力 /
- 小学低年级学生 /
- 干预
Abstract: Objective To explore the effects of a group counseling emotional program-on the emotional intelligence of 7-9-year-old lower grades elementary school students to provide lessons for enhancing children's social-emotional competence and reducing behavioral problems. Methods Using the convenience sampling method, 65 lower primary school students enrolled in an off-campus educational institution in Beijing from April to June 2023 were selected as the study subjects and divided into an intervention group and a control group according to the enrolled courses. Each group was enrolled in 1 session per week for 90 minutes for a total of 11 sessions. Emotional intelligence was measured in both groups before and after the intervention, using the National Elementary School Children's Emotional Intelligence Scale for student self-assessment and the social competence and behavior evaluation-30 for parent other-assessment. Ultimately, 25 students in the intervention group and 35 in the control group were included in the study, and 24 parents in the intervention group and 34 in the control group were included in the study. Results For students' self-assessment, the intervention group's self-emotional management scores were significantly higher than the pre-intervention scores after the intervention [(14.44±3.90) points vs. (12.24±4.23) points], and the difference was statistically significant (t=-2.400, P=0.024); the self-motivation scores of the intervention group after the intervention [(19.60±5.12) points vs. (17.72±5.07) points], and the difference was statistically significant (t=-2.656, P=0.014). For the parent-other assessment, analysis of covariance showed that the difference between the post-intervention anger aggression intervention group [(25.92±5.76) points], controlling for the pre-intervention level, and the control group [(21.00±6.15) points], was statistically significant (F=9.264, P=0.004). Conclusion Group counseling is more effective in improving students' self-emotion awareness and self-emotion management and reducing anger aggression levels.
- Group psychological counseling /
- Emotional intelligence intervention /
- Lower grade students in primary schools /
- Intervention

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表 1 团体心理辅导干预措施

Table 1. Group psychological counseling intervention measures

周次	时间	课程名称	课程内容	授课方式
1	4月7日	团队建设	熟悉环境、建立规则、了解课程框架	知识讲解、故事分享、游戏互动
2	4月14日	我和情绪在一起1	情绪的脑基础、情绪没有好坏之分、如何识别情绪、如何觉察情绪、认识基本情绪	启发式对话、知识讲解、情景模拟、现场拼搭、游戏互动、绘本阅读
3	4月21日	我和情绪在一起2
4	4月28日	我和情绪在一起3
5	5月5日	跟着青蛙小弟学呼吸	学习用呼吸调整情绪	故事分享、知识讲解、指导练习
6	5月12日	情绪ABC1	情绪ABC理论及其应用	游戏互动、知识讲解、故事分享、情景模拟
7	5月19日	情绪ABC2
8	5月26日	情绪ABC3
9	6月2日	积极情绪——学会和快乐相处	快乐的特征、快乐的作用、快乐要适度	知识讲解、游戏互动、故事分享
10	6月9日	消极情绪——学会和愤怒相处1	愤怒的特征、愤怒的作用、如何调节愤怒	绘本阅读、游戏互动、知识讲解、情景模拟、故事分享
11	6月23日	消极情绪——学会和愤怒相处2课程总结

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表 2 2组学生干预前后各维度指标比较(x±s)

Table 2. Comparison of various dimension indicators between the two groups of students before and after intervention(x±s)

组别	例数	自我情绪觉察		t值	P值	自我情绪管理		t值	P值	自我激励		t值	P值
组别	例数	干预前	干预后	t值	P值	干预前	干预后	t值	P值	干预前	干预后	t值	P值
干预组	25	15.04±4.29	15.92±3.78	-0.749	0.461	12.24±4.23	14.44±3.90	-2.400	0.024	17.72±5.07	19.60±5.12	-2.656	0.014
对照组	35	16.20±3.98	16.97±3.53	-1.200	0.239	15.14±3.77	16.03±4.31	-1.269	0.213	21.11±3.90	21.03±4.17	0.151	0.881
统计量		1.077^a	3.611^b			2.794^a	0.558^b			2.931^a	0.002^b
P值		0.286	0.063			0.007	0.458			0.005	0.963
注: ^a为t值，^b为F值。

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表 3 2组家长干预前后各维度指标比较(x±s)

Table 3. Comparison of various dimension indicators between the two groups of parents before and after intervention(x±s)

组别	例数	焦虑退缩		t值	P值	愤怒攻击		t值	P值	社会能力		t值	P值
组别	例数	干预前	干预后	t值	P值	干预前	干预后	t值	P值	干预前	干预后	t值	P值
干预组	24	25.17±8.24	23.00±6.74	1.965	0.062	26.96±7.99	25.92±5.76	0.832	0.414	40.13±8.28	41.50±8.00	-1.142	0.265
对照组	34	18.44±4.96	18.94±4.11	-0.635	0.530	20.47±5.60	21.00±6.15	-0.947	0.350	45.79±8.36	43.94±7.63	1.623	0.114
统计量		3.873^a	1.051^b			3.640^a	9.264^b			2.554^a	0.198^b
P值		< 0.001	0.310			0.001	0.004			0.013	0.658
注: ^a为t值，^b为F值。

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