身份视角下大学新生入学适应的课堂嵌入式小组干预研究

社会工作与管理 ›› 2026, Vol. 26 ›› Issue (4): 45-54.

身份视角下大学新生入学适应的课堂嵌入式小组干预研究

卜禾¹, 陈慧玲¹, 闫莹莹¹, 宁德强²

1. 华东理工大学社会与公共管理学院，上海，200234;
2. 南京理工大学党政办公室，江苏南京，210094

收稿日期:2025-10-17 出版日期:2026-07-15 发布日期:2026-07-15
通讯作者: 宁德强(1985—　)，男，汉族，助理研究员，硕士；主要研究方向：高等教育政策法规；Email：420113603@qq.com。
作者简介:卜禾(1994—　)，女，满族，副教授，博士；主要研究方向：儿童青少年身心健康，社会工作干预，融合智能的社会工作。
基金资助:
国家社会科学基金青年项目“青少年短视频沉迷的动机—行为转化过程与社会工作干预研究(24CSH099)；上海市白玉兰人才计划浦江项目“悲悯对青少年短视频成瘾的影响机制和干预研究”(23PJC021)。

A Classroom-Embedded Group Intervention for University Freshmen’ Adjustment: An Identity-Based Approach

BU He¹, CHEN Huiling¹, YAN Yingying¹, NING Deqiang²

1. School of Social and Public Administration, East China University of Science and Technology, Shanghai, 200234, China;
2. Party and Government Office, Nanjing University of Science and Technology, Nanjing, Jiangsu, 210094, China

Received:2025-10-17 Online:2026-07-15 Published:2026-07-15

摘要/Abstract

摘要： 大学入学阶段是青少年实现社会角色转变与自我认同重塑的关键时期，其适应本质在于个体通过社会关系重构完成身份再造。尽管高校已为此建立了较为完善的事务性与心理支持体系，但现有干预模式多侧重于功能性支持，对身份转变过程中的社会性挑战关注不足。文章基于身份转变的社会认同模型，整合社会工作赋能—参与—优势实践模型，构建了身份适应赋能模式，并将其嵌入大学必修课程体系，开展小组干预。通过对119名新生的准实验研究评估发现，干预后的新生入学适应水平、赋能感及自我效能感均显著提升。参与者的负性情绪得分在干预后亦有所上升，反映出干预过程已触及身份重构的深层心理阵痛，而非仅停留于情绪的表面平复。通过课堂教学与专业干预融合，社会工作能够有效衔接学校的育人目标与学生的成长需求。

关键词: 大学新生, 身份适应, 赋能—参与—优势, 学校社会工作

Abstract: The transition to university is a critical period for social role transformation and identity reconstruction. School adaptation is fundamentally a process of identity remaking through the reconfiguration of social relations. While universities have established administrative and psychological support systems, current intervention models focus primarily on instrumental assistance and fail to address the social challenges inherent in identity transition. This study developed an Identity Adaptation Empowerment Model based on the Social Identity Model of Identity Change (SIMIC) and the Empowerment-Participation-Strengths framework. The model was implemented as a group intervention within a compulsory university course. A quasi-experimental evaluation of 119 freshmen showed significant increases in university adaptation, empowerment, and self-efficacy. Notably, participants’ negative emotion scores also increased. This indicates that the intervention reached the deep-seated psychological distress associated with identity reconstruction rather than providing only superficial emotional relief. The findings suggest that embedding into compulsory university course, professional social work intervention can effectively balance institutional requirements with student developmental needs.

Key words: university freshmen, identity adaptation, empowerment-participation-strengths, school social work

中图分类号:

C916

卜禾, 陈慧玲, 闫莹莹, 宁德强. 身份视角下大学新生入学适应的课堂嵌入式小组干预研究[J]. 社会工作与管理, 2026, 26(4): 45-54.

BU He, CHEN Huiling, YAN Yingying, NING Deqiang. A Classroom-Embedded Group Intervention for University Freshmen’ Adjustment: An Identity-Based Approach[J]. SOCIAL WORK AND MANAGEMENT, 2026, 26(4): 45-54.

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