干预方法

小组协作视域下叙事疗法缓解初中生焦虑的实证研究

作者：王仟智¹，任德靖²

¹青岛经济技术开发区第四中学山东青岛

²宁夏行政学院科研处宁夏

提交：2026-02-17录用：2026-05-15出版：2026-06-30

社会工作与志愿服务 2026, 3(1), 114-127; https://doi.org/10.58244/jswv.260005

课题资助：自筹经费。无利益冲突需要说明。

摘要：

为缓解初中生日益突出的学习焦虑问题，本研究基于叙事疗法的“外化—解构—重构—巩固—反思”五个阶段，设计并实施了一套系统化的小组叙事疗法干预方案。采用准实验设计，以MHT量表筛选出47名高焦虑初中生，分为实验组（小组叙事疗法，16人）、参照组（常规心理辅导，16人）和空白组（无干预，15人），进行为期两个月共8次的小组干预，并在干预结束一个月后进行追踪评估。结果表明：实验组学习焦虑均值从干预前的13.6降至干预结束时的8.1，降幅达42.1%，干预结束一个月后进一步降至6.5，总体降幅达52.2%；对人焦虑、自责倾向、过敏倾向等维度也呈现显著持续下降（p < 0.001），而参照组与空白组变化不显著。小组叙事疗法通过问题外化、负性信念解构与认知框架重构，有效降低了初中生的学习焦虑水平，提升了情绪调控能力与学习动机。本研究为学校心理健康服务提供了可复制、高效率的小组化干预模式，证实了叙事疗法在教育情境中的实践价值。

关键词：叙事疗法；小组干预；初中生；学习焦虑；外化；重构

Abstract:

To alleviate the increasingly prominent learning anxiety among junior high school students, this study designed and implemented a systematic group narrative therapy intervention based on the five stages of narrative therapy—“externalization, deconstruction, reconstruction, consolidation, and reflection.” Using a quasi-experimental design, 47 high-anxiety students were screened by the MHT scale and divided into an experimental group (group narrative therapy, n=16), a reference group (conventional psychological counseling, n=16), and a blank control group (no intervention, n=15). The intervention consisted of eight two‑hour group sessions over two months, with a follow‑up assessment one month after the intervention. Results showed that in the experimental group, the mean score of learning anxiety decreased from 13.6 before intervention to 8.1 immediately after intervention (a reduction of 42.1%), and further dropped to 6.5 at the one‑month follow‑up (an overall reduction of 52.2%). Significant and sustained improvements were also observed in anxiety towards others, self‑blame tendency, and hypersensitivity (all p < 0.001), whereas no significant changes were found in the reference or blank control groups. By externalizing the problem, deconstructing negative beliefs, and reconstructing cognitive frameworks, group narrative therapy effectively reduced junior high school students’ learning anxiety and enhanced their emotional regulation ability and learning motivation. This study provides a replicable and efficient group‑based intervention model for school mental health services and confirms the practical value of narrative therapy in educational settings.

Keywords: Narrative therapy; Group intervention; Junior high school students; Learning anxiety; Externalization; Reconstruction

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作者 / Authors：

王仟智，青岛经济技术开发区第四中学教师。

任德靖，宁夏行政学院科研处，副编审。