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目的评价因危机事件出现情绪交互感染学生应用团体心理干预技术前后的效果。方法对六年级1班35名小学生放学路上目击1名同班同学突遇车祸身亡后出现哭泣、不安、悔恨、恐惧、焦虑和抑郁等情绪交互感染3天,一上课全班师生都采用创伤后应激障碍自评量表(PCL-C)对所有团体成员进行前测,团体心理干预治疗后,再用同一量表进行后测。结果 7名学生,干预前后差异有统计学意义(t=4.42,P<0.05)。结论团体心理干预技术,尤其是模拟情景剧等挫折体验疗法能有效提高学生应对危机事件的能力。
Objective To evaluate the effect of applying psychological intervention group before and after the emotional interaction of students in crisis events. Methods Six students in Grade 1 35 primary school students witnessed on their way to school one of the same classmates after a sudden accidental death. After crying, anxiety, regret, fear, anxiety and depression and other emotional interactions for 3 days, a class of teachers and students are traumatized Stress disorder self-rating scale (PCL-C) for all group members pre-test, group psychological intervention treatment, and then the same scale post-test. Results Seven students had significant difference before and after intervention (t = 4.42, P <0.05). Conclusion The group psychological intervention techniques, especially the setback experience therapy such as simulated melodrama, can effectively improve the ability of students to deal with crisis events.