高一學(xué)生自我接納的團(tuán)體輔導(dǎo)干預(yù)研究

1、 編 號(hào)： 碩士學(xué)位論文 碩士學(xué)位論文 題 目：高一學(xué)生自我接納的團(tuán)體輔導(dǎo)干預(yù)研究 培 養(yǎng) 單 位： 教育科學(xué)學(xué)院 專 業(yè) 名 稱： 應(yīng)用心理 指 導(dǎo) 教 師： 邵海艷 研 究 生： 郭 陽(yáng) 完 成 時(shí) 間： 2017 年 3 月 沈陽(yáng)師范大學(xué)研究生處制 類 別 教育碩士 同等學(xué)力 Senior students' self-acceptance group counseling i

2、ntervention study Abstract Self-acceptance refers to the subjective acceptance of the status quo of the individual, and is able to recognize the present situation and realize its own value. The main purpose of this study

3、 was to investigate the effects of group counseling on self-acceptance of higher students. First, use Gao Wenfeng in 1999 compiled by the self-acceptance questionnaire (SAQ) of a high school class two in PanJin 60 senior

4、 student to carry on the questionnaire survey, understand the high sex differences in students' self-acceptance. Second, the study was conducted with a group counseling intervention. When the two classes were tested

5、for self-acceptance questionnaires, one class was identified as the class of homogeneity, and the other one was a cross-section. According to the theory of rational emotion therapy and positive psychology, the program of

6、 self-acceptance of high school students was developed, and the group counseling was conducted once a week. After the intervention, through the test results before and after the experimental classes and that in comparati

7、ve classes repetitive measure analysis of variance, t test and analysis from the perspective of the quantitative analysis of self-acceptance intervention scheme of the high students' self-acceptance level interventio

8、n effect. The results showed: (1) There was no significant gender difference between the students' self-acceptance scale and their factors. (2) Experimental classes in self-acceptance factor and self-acceptance sco

9、res before and after the intervention significant difference , self evaluation factors was not significant, after a delay of self-acceptance scores and self acceptance and self evaluation factors were significantly; That

10、 in comparative classes before and after the intervention of self-acceptance total score and each factor is not significant difference, the experimental classes and that in comparative classes before intervention self-ac

11、ceptance total score difference was not significant, the experimental classes and that in comparative classes self-acceptance total score difference significantly after intervention. (3) The self-acceptance intervention

12、 plan can effectively enhance the level of the high students' self-acceptance and promotion effect of self-acceptance is significant, impact on self assessment has delay. Key words: high student, group counseling, s