摘要
本研究旨在设计一套针对我校实际需要的理性情绪教育(Rational-emotive education，REE)辅导课程，并探讨该课程在减低或消除不良情绪及提高心理健康方面的辅导效果。主要目的有二：
1、探讨理性情绪教育辅导课程在消除或减低情绪困扰、增进理性思维及情绪稳定性，全面提高学生心理健康方面的辅导效果；
2、尝试理情教育的本土化。探讨课程实施过程中的形式、内容、策略、方法、技巧等，了解和掌握可能影响辅导效果的因素，以提高日后辅导之实效。
本次研究的理性情绪教育辅导课程主要以美国艾里斯(Albert Ellis)建立的理性情绪治疗理论(Rational-emotive therapy，RET)为基础，借鉴台湾学者吴丽娟老师的《理情教育课程设计》中的理念设计而成。课程共有十个单元，分二十节进行，每节一学时。
研究对象为深圳市某中学高一年级两个班的学生，共91人。
研究方法是：在某中学高一年级用SCL-90量表、学生心理健康测查表(MHRS-HS)前测，选取两个量表得分相近的两个班级。其中实验班、对照班各一。对实验班实施理性情绪教育辅导二十学时，对照班不接受辅导。辅导干预后再用同样量表进行测试和评定。通过对前后测试数据的收集、处理和分析，检验自编的理情教育辅导教材的可行性和科学性以及确定辅导课程在消除或减低情绪困扰和提高学生的心理健康方面的实效。
结果显示：1、理性情绪教育对消除或减低情绪困扰、促进理性思维、稳定情绪和提高学生的心理健康方面有良好的促进作用；2、理性情绪教育十分适合我国成长中的高中生的需要。
建议：高中生的不良情绪(焦虑、抑郁、孤独、敌对、恐惧等)与个体的自我意识、学业不良、人际关系、应对方式及心理健康的评定等有显著的相关关系。而理性情绪教育能有效地消除或减少不良情绪对学生上述几方面的影响，因此，理性情绪教育作为一种有效的预防性的团体辅导方法，应在学校环境中广泛开展。
The research is aimed at designing a rational-emotive education (REE) course which satisfies the actual demands of the school, and at the same time making a study of the effect it may have on reducing or removing unhealthy mood. Its main purposes are as follows:
1. To inquire into the effect the REE course may have on reducing or removing emotional perplexity, promoting rational thinking and emotional steadiness so as to improve the students' psychological health;
2. To make an attempt at the localization of rational education and try out its practical forms, contents, strategy, methods and skills in order to find out possible factors which might affect its effect so that better results will be obtained later.
This course is mainly based on Rational-emotive Therapy ( RET) by Albert Ellis from the USA, referring to " A Course Design for Rational Education" by Wu Lijuan from Taiwan as well. Our course contains ten units divided into twenty chapters, each of which covers one period.
Ninety-one students from two classes in Senior One of Shenzhen Middle School are involved.
Here are the main procedures: A test was given to the students in Senior One of Shenzhen Middle School, using SCL-90 and MHRS-HS. Two classes with approximate scores are chosen, one as the experimental class and the other as the contrast class. Then the experimental class had twenty periods of the REE course while the contrast class had none. At the end of the courses a test with the same meter followed , the data of which were collected , analyzed and then compared with those of the previous test so that the feasibility and the actual effect of the self-edited teaching material could be inspected.
The results of the tests show that REE works well in reducing or removing emotional perplexity, so as to improve the students' psychological health, and that it
well meets the demands of the growing senior students in our country.
Senior students' unhealthy mood ( anxiety, depression, loneliness, hostility, fear and so on) is closely connected with their self-consciousness, bad school marks, relationship with others, the way they deal with the above matters and their assessment for psychological health. Considering the great help that the REE does in effectively reducing or even removing the bad influence coming from the aspects mentioned above, it is advisable that the REE should be operated widely in schools as a valid, preventive group guiding way.
引文
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