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目的探讨团体箱庭和团体辅导2种方法对青少年述情障碍的干预效果,为青少年的心理健康发展研究提供依据。方法采用述情障碍量表少儿版筛选安徽省六安市金钥匙学校和阜阳市童庄学校五至八年级的学生759名,将选取的52名述情障碍者分为性别构成、年龄、受教育程度相匹配的团体辅导组(17人)、团体箱庭组(13人)和对照组(22人),团体辅导组和团体箱庭组分别进行相应的干预活动,为期2个月,每周1次,每次活动持续时间约为70 min,各组均进行8次;对照组不接受任何干预活动。干预结束后应用述情障碍量表少儿版评定干预效果。结果团体辅导组述情障碍总分、情感识别障碍得分和外向性思维得分,干预后低于干预前,差异均有统计学意义(P值均<0.05);团体箱庭组情感描述障碍得分干预后得分低于干预前(P<0.05)。结论团体辅导和团体箱庭干预青少年述情障碍都有一定的效果。
Objective To explore the effect of group box and group counseling intervention on adolescent alexithymia, and to provide basis for adolescent mental health development. Methods A pediatric questionnaire was used to screen 759 golden-key schools in Lu’an City, Anhui Province and Wuzhuang schools in Fuyang City. The 52 seniors with disabilities were divided into sex composition, age, The group counseling group (17 persons), the group box group (13 persons) and the control group (22 persons), the group counseling group and the group boxing group matched corresponding education level for corresponding interventions for 2 months and 1 week Times, the duration of each activity was about 70 min, each group were 8 times; control group did not accept any intervention. After the intervention, children’s version of the esteem scale was used to evaluate the intervention effect. Results Group counseling group score of affective disorder score, emotional recognition disorder score and outward thinking score, before intervention was lower than before intervention, the difference was statistically significant (P <0.05); group box group affective dysfunction score after intervention Score lower than before intervention (P <0.05). Conclusion Both group counseling and group boxing intervention have some effect on adolescent alexithymia.