Study On Influence Factors Of Interpersonal Sensitivity Of Higher Vocational Students And Study Of Group Psychological Intervention

Objective: To explore the social psychological variables that affect the interpersonal sensitivity of higher vocational students,and to explore the effect of group psychological intervention on the interpersonal sensitivity of higher vocational students.Method:1.The investigation and study selected 1000 students in a higher vocational college in Shanxi and issued 1000 questionnaires.Questionnaire includes: Chinese version of Interpersonal Sensitivity Scale(IPSM),self rating Depression Scale(SDS),self rating Anxiety Scale(SAS),Rosenberg confidence scale,parenting style scale(EMBU),adolescent life event scale(ASLEC),simple coping style questionnaire.2.Intervention study from 979 valid questionnaires collected in the selected interpersonal sensitivity score of 100 students of the highest,50 randomly selected as experimental group,group psychological intervention,two times a week,every 2hours,a total of eight times;the other 50 as the control group,no group psychological intervention.Comparison of Chinese version of Interpersonal Sensitivity Scale(IPSM),self rating Depression Scale(SDS),self rating Anxiety Scale(SAS),Rosenberg confidence scale,simple coping style questionnaire scale intervention week pretest and posttest intervention data,to assess the psychological intervention to improve interpersonal sensitivity.Result:1.The results of investigation and research(1)The study found that higher vocational students from single parent families,separation anxiety,interpersonal sensitivity in the fragile identity scale of the inner self and the total score and the scores of dimensions from parents of higher vocational students score difference was not significant(p>0.05),and in interpersonal sensitivity scale interpersonal awareness dimension,significantly less than from the family in higher vocational students scored higher vocational students from single parent families(p<0.05);there was no significant difference in each dimension and the total score of interpersonal sensitivity scale only and non only children(p>0.05);girls in interpersonal sensitivity interpersonal awareness dimension was significantly higher than that of boys(p<0.05).The two groups were not significantly different in the interpersonal sensitivity scale,such as the identity needs,the separation anxiety,the shyness,the weak intrinsic self dimension and the total score(p>0.05).(2)Interpersonal sensitivity score and depression,anxiety,negative coping style and the total score of adolescent life event scale and the parenting style scale factor,excessive protection dimension,in the mother’s rejection,punishment dimension dimension and the total score and the father’s severe punishment dimension and preference dimensions,rejection and denying.And the transition protection dimension is positively related to higher vocational students(p<0.05 or p<0.01),and self-confidence,parenting style,emotional warmth of father and mother dimensions there was a significant negative correlation(p<0.05 or p<0.01).The total score of interpersonal sensitivity scale was not significantly correlated with the positive coping style,the father’s excessive intervention dimension,the total score and the mother preference test dimension(p>0.05).(3)Multiple linear stepwise regression results show that the influence of interpersonal sensitivity of higher vocational college students are the major factors to negative coping style,self-confidence,learning pressure,mother’s excessive interference and protection of severe punishment,transitional anxiety,interpersonal relationship,punishment,father and refused to deny.2.The results of the intervention study showed that the three dimensions of interpersonal sensitivity,interpersonal sensitivity,separation anxiety and fragile inner self in the experimental group were significantly lower than those in the control group(p<0.05).That group psychological intervention effect on interpersonal sensitivity is better;the experimental group and the control group had significant differences in positive coping style,depression,anxiety and self-confidence in these aspects(p<0.05),while the experimental group and the control group in the negative coping style differences in this dimension is not significant(p>0.05).Conclusion:(1)The main factors that influence interpersonal sensitivity of vocational college students are: passive coping style,self-confidence,learning pressure,mother’s excessive interference protection,punishment,severity,anxiety,interpersonal relationship,punishment,father’s transitional protection and refusal to deny.(2)Group psychological training can effectively improve the interpersonal sensitivity of vocational college students,reduce their negative emotions such as depression and anxiety,and help vocational college students improve their self-confidence and reduce negative avoidance in interpersonal communication.