First article

First, the reasons for interpersonal tension in college dormitories

1. The dormitory environment is also the reason for the tense dormitory relationship. First, student dormitories are generally allocated according to the random combination of the same class. As far as our school is concerned, there are local students from Xinjiang and mainland students in the Chinese language class dormitory, and the dormitory members basically come from all corners of the country. There are Uighur students and other minority students in the dormitory of the folk language class, and the dormitory members cover the north and south of Tianshan Mountain. In this way, there is non-selectivity among dormitory members. Second, except for the children in boarding schools in remote agricultural and pastoral areas, most of the students have never experienced collective life. Students' different regions, nationalities, living habits, hobbies, values and personality characteristics are also worlds apart, which naturally forms a gap between dormitories. Thirdly, language barrier is also one of the reasons for the tension in dormitory relations. For ethnic minority students, although they have studied Chinese for one year in the preparatory course, their listening, speaking and understanding ability needs to be improved. For some students who live in the dormitory together, language barriers affect the relationship between dormitory members.

2. Students' own psychological characteristics are the main source that restricts the disharmony of students' dormitory relationship. According to the survey, many college students blame the disharmony of dormitory on personality differences. There are two kinds of general personality disorders. One is to deliberately close yourself up and not let others know about yourself. Another situation is that although I am willing to associate with others, I can't let others know myself because of my personality. Second, selfishness is the bane of corrupting dormitory relations. The survey found that many college students have formed a "self-centered" psychology since childhood. When they live a collective life in college, they only care about their own needs and interests, emphasizing their feelings without considering others. The third is doubt. Suspicious people generally show lack of trust in people and random suspicion in their communication. Fourth, jealousy. Psychology believes that everyone has different degrees of jealousy. A certain degree of jealousy can stimulate people's enthusiasm for progress. Once this jealousy limit will go to the opposite side, it will affect the normal relationship between people.

Second, measures to improve interpersonal relationships in university dormitories

It is a very important and urgent task in society and education to strengthen the cultivation of college students' interpersonal skills and effectively solve the problem of students' dormitory relationship.

1. Students themselves. First, healthy psychology is the core element of college students' quality, and it is also the basis and guarantee for improving interpersonal relationships. Therefore, it is necessary to cultivate their own good psychological quality of communication. In this process, learn to adjust their mentality, learn to respect others, and attach importance to their situation and interests. Secondly, college students are in a period of psychological development eager for communication and understanding. Good interpersonal relationship is an inevitable requirement for their normal psychological development, healthy personality, sense of security, sense of belonging and happiness. Specifically, first, face up, second, communicate, third, tolerate, fourth, be sincere, fifth, appreciate.

2. What should be done from the school level? I think we can consider it from the following aspects. First, schools should give full play to their educational advantages and do a good job in psychological counseling and education. At present, the psychology of most college students is healthy, but some students need attention. Therefore, schools should assume the responsibility of education, pay attention to training students how to behave and do psychological counseling. Second, we should improve the school rules and regulations. Student associations should do a good job in the construction and management of rules and regulations, improve service awareness, strengthen the construction of rules and regulations for a harmonious environment in student dormitories, and create a healthy and upward dormitory relationship atmosphere. Third, the dormitory environment plays a great role in the healthy development of college students' body and mind. For most children from family life to school collective life, the dormitory conditions are not good, and it is difficult to keep them in the best condition when they study and live in school. Therefore, from the school level, it is necessary to further improve students' accommodation conditions.

In the family, parents are the children's first teachers. Many parents are busy with work and life, and have relaxed their education for their children, especially the education of China's traditional civilization. Therefore, family education plays a vital role in the formation of college students' outlook on life, world outlook and values.

Author: Yan Tuohuti Unit: College of Mechanical Transportation, Xinjiang Agricultural University

The second article

1 objects and methods

1. 1 Subjects were paired into experimental group and control group by paired group design, with 2 boys and 2 girls in each group 10. The two groups of samples were homogeneous and the tested variables were balanced. The experiment adopts the time series design of pre-test and post-test, and the experimental effect is investigated by comparing the post-test results of the experimental group and the control group. The intervention plan is to give group psychological counseling to the experimental group for 6 times, once a week/kloc-0, 2 hours each time, while the control group does not participate [7]. The group psychological counseling scheme of the experimental group is supported by interpersonal relationship theory, interpersonal communication theory and group dynamics theory.

Using 1.2 Excel and SPSS 16.0 for data processing and analysis, the growth diary of the experimental group was qualitatively analyzed.

Two results

2. 1 See Table 2 for the comparison of the pre-and post-test results of the comprehensive interpersonal diagnostic scale between the experimental group and the control group. Before group psychological counseling, there was no significant difference in the scores of comprehensive diagnostic scale of interpersonal relationship between the experimental group and the control group, but after group psychological counseling, the scores of the experimental group and the control group were significantly different. In-group comparison, there was a significant difference between the pre-test and post-test scores in the experimental group, but there was no significant difference between the pre-test and post-test scores in the control group. This shows that the interpersonal relationship of the subjects has been significantly improved after group psychological intervention, but the control group without group psychological intervention has not been significantly improved, which is consistent with the experimental results of the comprehensive diagnosis scale of interpersonal relationship after group psychological counseling for college students.

2.2 See Table 3 for the comparison of the pre-and post-test results of interpersonal trust scale between the experimental group and the control group. There was no significant difference in the scores of interpersonal trust scale between the experimental group and the control group before group psychological counseling, and there was no significant difference in the scores between the experimental group and the control group after group psychological counseling. In-group comparison, the pre-test and post-test results of the interpersonal trust scale in the experimental group were significantly different, while the pre-test and post-test results in the control group were not significantly different. This shows that the interpersonal trust level of the experimental group has been significantly improved after group psychological counseling, and the experimental effect is obvious. This is different from the research results that the scores of the experimental group and the control group did not reach significant difference on the interpersonal trust scale before and after the test, which may be related to the differences in the selection criteria and counseling program design of the subjects. The participant standard of this study is ≥9 on the Comprehensive Diagnostic Scale of Interpersonal Relations, while the participant standard of Arqie, He Yuan and other studies is ≥ 12.

2.3 Qualitative analysis results of the growth diary of the experimental group The growth diary is a booklet specially designed for the subjects in the experimental group. It is divided into six times as an extension after each group psychological counseling, and is conducted by the subjects' self-evaluation to record their own growth and changes, including cognition, emotion and behavior. Extract representative self-assessment records (see Table 4). This is consistent with the research results of Yang Shuang and Yao Yao on interpersonal group psychological counseling for college students. Participants' self-growth diaries reflect the exploration, adjustment, assimilation and adaptation mechanism of self-cognition, experience more positive emotions and emotional support, and communication initiative occurs step by step [9].

3 discussion

3. The effect of1group psychological counseling on improving college students' interpersonal relationship shows that there are significant differences in the post-test scores of the comprehensive interpersonal diagnosis scale between the experimental group and the control group, and there are significant differences in the pre-test and post-test scores of the comprehensive interpersonal diagnosis scale in the experimental group, but there is no significant difference in the pre-test and post-test scores of the control group. This shows that group psychological counseling is an effective way to improve college students' interpersonal relationship, and the intervention effect is obvious. The self-evaluation of group members' growth diaries and the questionnaire of activity effect also show that the members of the experimental group have a deeper understanding of themselves, are more able to accept themselves and master more interpersonal communication skills. The reason why group psychological counseling can improve the interpersonal relationship of college students mainly comes from the following aspects. First, the nature of group counseling determines it. Group psychological counseling pays attention to the interaction between members and creates a real interpersonal environment for group members. Through mutual observation, learning and experience, members can gain new role-playing skills and social experience, and effectively transfer them to real life, improve interpersonal skills, improve interpersonal relationships and solve communication problems. Second, the design of group psychological counseling program is targeted and effective. Based on the theoretical framework of interpersonal communication, this group psychological counseling program follows the funnel design principle of acquaintance-self-exploration-role-bearing skill training-interpersonal trust cultivation-teamwork, which is interlocking and highly operational, and embodies the basic law of interpersonal communication from the beginning to the development to the establishment of trust and security, and group members finally get a good interpersonal interaction model; Third, group members actively cooperate and are willing to make changes. Group members are voluntary participants, have a strong sense of seeking help, are willing to cooperate with the requirements of group psychological counseling to change their cognitive behavior, and can actively apply the role-playing skills they have learned to real life, otherwise it will be difficult to achieve practical results; Fourth, the quality of the team leader is very important. Team leaders should have good interpersonal skills, affinity and keen insight for team members, be trustworthy, calmly lead the team to explore deeply and have personality charm. Only in this way can we better understand and cooperate with team members.

3.2 Thinking about Improving College Students' Interpersonal Trust through Group Psychological Counseling The research results show that there are significant differences between the pre-and post-test results of the interpersonal trust scale in the experimental group, indicating that group psychological counseling is an effective way to improve college students' interpersonal trust, and the experimental group has a strong sense of belonging to the team and obvious intervention effect. Interpersonal trust is the foundation of interpersonal communication, and the establishment of interpersonal trust is a process of gradual development, which is influenced by many factors such as the situation, cultural atmosphere, personality quality and communication frequency of both parties. Psychology tends to regard interpersonal trust as a response to a certain communicative situation. When the communication situation is confirmed to be friendly and sincere, it is easy for individuals to form trust in others in the communication situation, otherwise it is difficult to form interpersonal trust. It is found that the specific personality characteristics of the trusted person are an important factor affecting their trust. When individuals have sincere, honest, tolerant, kind, responsible and loyal personality qualities, it is easy for both sides to have interpersonal trust. Communication itself generates trust, and the lack of communication hinders the formation of trust. Research shows that people who often participate in various activities have a higher level of interpersonal trust than those who do not often participate in activities. The frequency and familiarity of communication reduce the trust threshold of interpersonal communication and improve the trust [2]. Group psychological counseling only sets a friendly and sincere communication situation and atmosphere for group members, so that group members are willing to open their hearts-get familiar with each other-initially trust-and interact. Positive experiences such as sincere communication enhance mutual trust. When members can predict each other's trust in themselves, the certainty of communication makes everyone feel more secure. At the same time, the research results show that there is no significant difference in the post-test results of interpersonal trust scale between the experimental group and the control group, indicating that the interpersonal trust situation liquidity of the subjects is not enough, and attention should be paid to the cultivation of interpersonal trust situation liquidity. Strive to create a warm, caring, sincere and respectful communication situation in the real life environment, follow the constructive communication principle of tolerance and trust, actively carry out social cognitive training of excellent personality quality and self-concept training of prosocial behavior, transfer the learned trust communication experience to real life, boldly practice communication ability, enhance self-security and interpersonal trust, and establish harmonious interpersonal relationships.

3.3 The follow-up study of problem group counseling that deserves further study needs to be carried out in depth, so as to understand the improvement of the interpersonal relationship of the subjects within half a year, one year or even longer after the end of group counseling, to understand whether the interpersonal experience and role-playing skills they gained in group counseling have been well transferred and applied in real life, and to follow up with other people (parents, teachers, friends, classmates, etc.). ); Further refine and systematize interpersonal group counseling, and set up sub-projects around interpersonal group counseling topics such as interpersonal trust promotion, altruistic behavior practice, social cognitive expression of self-concept, and social anxiety management, so as to make interpersonal group counseling more systematic and realize the integrated multi-wing pattern of group counseling on a certain theme.

Author: Wang Yueqin Li Haiyan Unit: Department of Psychology, College of Education, Guangxi University

Two papers on interpersonal relationship in college students' dormitory