The Study Of Interpersonal Relationships And Education Intervention Of Postgraduates

Objective:Master postgraduate student are a well-educated group in universities with highcultural level, have certain social experience. However, this group is easy to suffer fromvarious psychological problems for the complicated interpersonal relationship, greatemployment and study pressure. Among them, the interpersonal relationship problem is thecommon factor leads to psychological problems of postgraduates. If not intervene promptly,it will affect their study, life and development, and even leads to safety accident. In recentyears, serious social events caused by graduate interpersonal problems often happened. theinterpersonal relationship problem of postgraduates has become increasingly prominent,which need to be solved urgently. Therefore, attention to the postgraduates interpersonalrelationship health, explore the interpersonal relationship promotion methods areextremely vital significance for maintain the postgraduates’ mental health, improve thequality of learning life, safeguard the security and stability of the colleges and universitiesand the construction of a harmonious social environment.Previous studies discussed on the postgraduates interpersonal relationship, initiallyrevealed the Interpersonal Disturbance Characteristics of postgraduates, Explored themethods for promote the relationships of graduate students, such as Individual assessment,supervision and management, psychology class, group psychological counseling, individualpsychological counseling,"make friends group” interpersonal training, peer psychologicalintervention and so on. The above intervention methods have certain effect, but the researchis very scattered. The methods lack of systematic and pertinence. The results areinconsistent. This study aims to grasp the features of interpersonal relationship, socialanxiety, interpersonal trust, interpersonal skills of postgraduates and the relationshipbetween them. Understanding the need of the interpersonal relationship education topostgraduates, construct the program of the interpersonal relationship education to postgraduates, and makes an empirical study of postgraduates. It can play a positive role tohelp postgraduates alleviate the obsession of the interpersonal relationship and socialanxiety, improve their ability of communication, prevent safety accidents of postgraduates,improve management efficiency of education of postgraduates. This research providesuseful theoretical support and practical reference to expand the study field of theinterpersonal relationship education to postgraduates, enrich the research on theinterpersonal relationship theory to postgraduates, perfect the methods of the interpersonalrelationship education.Methods:First of all, cluster sample of1377postgraduates from2universities and8colleges.Using Interpersonal Comprehensive Diagnostic Scale（ICDS）, Interaction AnxiousnessScale(IAS), Interpersonal Competence Questionnaire(ICQ), Self Consistency andCongruence Questionnaire (SCCS), General Self-efficacy Questionnaire (GSES) and LifeSatisfsction Scales Applicable To College Studengts (CSLSS) as evaluation tool. To discussthe obsession to the interpersonal relationship of postgraduates, interaction anxiety,interpersonal trust, interpersonal skills characteristics and correlation, to provide scientificsupport to construct the education programs to the interpersonal relationship ofpostgraduates. Secondly, random extracting907postgraduates as the study object using aself-designed education demand questionnaire of the interpersonal relationship ofpostgraduate.159Postgraduates are selectd to carry out research on education interventionof the interpersonal relationship. By using the method of rating scale, psychologicalinterviews to evaluate the effectiveness of intervention.Result：1. Postgraduates interpersonal depresssion interaction anxiety and the developcharacteristics of the interpersonal relationship.(1) The characteristics of the development of gender: the scores of interpersonalcommunication problems, and the dimension points of the way one gets along with peopleand heterosexual contacts trouble of female postgraduates significant lower than that ofmale postgraduates(P<0.05，P<0.01); the scores of male postgraduates of interpersonalcommunication ability and the dimension points of moderate refused, self suggestion,emotional support lower than that of female postgraduates(P<0.01，P<0.05). (2) Age development characteristics:The dimension points of interpersonalcommunication problems and the way one gets along with people of postgraduates have theage difference（P<0.05）.The dimension points of interpersonal communication problemsand the way one gets along with people of postgraduates who25years old significant lowerthan that of postgraduates who23years old （P<0.05）. The dimension points ofinterpersonal communication problems of postgraduates who24years old significant lowerthan that of postgraduates who under the age of23years old（P<0.05）. With the increase ofage,the scores of interpersonal communication problems of postgraduates presents thedevelopment trend of "U". The scores of interpersonal communication ability and thedimension points of Conflict management and emotional support of postgraduates havesignificant age difference（P<0.01). The scores of interpersonal communication ability andthe dimension points of Conflict management and emotional support of postgraduates whomore than26years old significant lower than that of postgraduates who under the age of23years old and24years old（P<0.05）. the dimension points of conflict management ofpostgraduates who25years old significant lower than that of postgraduates who under theage of24years old（P<0.05）. the scores of interpersonal communication ability ofpostgraduates presents the development trend of inverted "v".(3) The development characteristics of grade:The dimension points of interpersonalcommunication problems of the third grade postgraduates significant lower thanthat ofthesecond and first postgraduates（P<0.01). The scores of interpersonal communicationproblems of the third postgraduates significant lower than that of the second postgraduates（P<0.01). The dimension points of heterosexual contacts trouble of the secondpostgraduates significant lower than that of the first postgraduates（P<0.05）. With theincrease of grade, the scores of interpersonal communication problems of postgraduatespresents the development trend of inverted"v". The dimension points of the communicationanxiety of the third grade postgraduates significant lower than that of the second and firstpostgraduates （P<0.05). With the increase of grade, the scores of interpersonalcommunication problems of postgraduates presents the development trend of directlydecrease.(4) The characteristics of the development of school type: The dimension points ofemotional support and establishment of interpersonal relationship of Local Postgraduate significant lower than that of military graduate(P<0.01).(5) The development characteristics of the training type: The scores of interpersonalcommunication problems and the dimension points of conversation distress and the wayone gets along with people of academic postgraduates significant lower than that ofprofessional type of postgraduate（P<0.05）. The characteristics of the development is thescores of interpersonal communication problems of academic postgraduates significantlower than that of professional type of postgraduate. The scores of emotion support ofacademic postgraduates significant higher than that of professional type ofpostgraduate(P<0.01).(6) The development characteristics of Children structure: The dimension points ofthe way one gets along with people of the only child significant higher than that of the nononly child (P<0.01). The dimension points of emotion support of the only child significantlower than that of the non only child (P<0.01).(7) The development features of family structure: The dimension points ofconversation distress of postgraduates who are Single-parent family significant higher thanthat of postgraduates who are two parent families（P<0.05）.(8) The development characteristics of family education way: The scores ofinterpersonal communication problems and other factor of postgraduates who family isdemocratic type significant lower than that of postgraduates who family is doting type,mandatory type, laissez-faire type(P<0.01). The dimension points of interpersonalcommunication problems from high to low is democratic type, laissez-faire type, mandatorytype, doting type. Interpersonal skills of postgraduates have significant differences inpatterns of family upbringing(P<0.01). The scores of interpersonal communication abilityof postgraduates from high to low is democratic type, mandatory type, laissez-faire type,doting type.2. The relationship of Interpersonal relationship and communication anxiety,interpersonal skills, self harmony, self efficacy, life satisfaction of postgraduatesThe scores of interpersonal communication problems and other factor have significantpositive correlation with the scores of communication anxiety and the dimension points ofdisharmony and rigidity(P<0.01). Except interpersonal communication problems don’t havecorrelation with the scores of Communication harassment and flexibility. The interpersonal communication problems and other factor have negative correlation withflexibility(P<0.01). The scores of interpersonal communication problems and other factorhave significant positive correlation with the scores of interpersonal communicationproblems and other factor, the scores of self efficacy, The scores of satisfaction score andother factor（P<0.01，P<0.05）.3. Current situation of interpersonal relationship education of postgraduates84.9%of postgraduates have at least2or more interpersonal problems, The mostcommon problems like: lack of social skills and opportunity to make friends, no time tocontact, less introverted, lack of social confidence and so on. There are526people needpsychological services （58.0%）. Postgraduates favorite the top three way of humanrelations education is communicate with psychological professionals, listen to a lecture,reading films and books. The top five psychological training content postgraduates mostwant to carry out is learn to express, personality and interpersonal communication, how tobuild relationships, interpersonal relationship conflict processing, learn to listen.4. Intervention research on the interpersonal relationship education of postgraduates(1) After intervention, the scores of interpersonal communication problems and otherfactor of experience group postgraduates have significant decrease（P<0.05，P<0.01）. TheDifference comparison of interpersonal communication problems of postgraduates at pre-and post intervention, The scores of interpersonal communication problems and thedimension points of communication distress of the intervention groupof postgraduateshigher than The control group of postgraduates(P<0.05, P<0.05).(2) After intervention, the scores of communication anxiety of experience grouppostgraduates have significant decrease（P<0.05）.(3) After intervention, the scores of interpersonal communication ability and thedimension points of moderate refused, self disclosure, active communication of theexperience group increased significantly(P<0.01, P<0.05).The control group did not rise tofall instead(P<0.01). The Difference comparison of interpersonal ability and other factor ofpostgraduates at pre-and post intervention, the scores of interpersonal communicationability and the dimension points of moderate refused, self disclosure, conflict managementof the intervention group compared with that of the control group increasedsignificantly(P<0.01, P<0.05). Conclusion：1. The postgraduate still have different levels of interpersonal problems. It Shouldstrengthen the education intervention of graduate students interpersonal relationship,especially for the young and old, junior and senior, professional, single, family upbringingbad students.2. Give full consideration to the difference between the development characteristicsand education demands of the interpersonal relationship of postgraduates.3. The interpersonal relationship education lectures to postgraduates can alleviate theinterpersonal distress and social anxiety of postgraduates, improve the interpersonal skills,.