摘要目的:探讨团体艺术行为训练对青少年人际交往的影响。方法:将80名青少年随机分为研究组( n＝40)和对照组( n＝40)，研究组参加团体艺术行为训练(共12次，每次120 min)，对照组仅接受自然观察。两组在行为训练前后分别采用自尊量表(self-esteem scale，SES)、羞怯量表(shyness scale，SS)和儿童社交焦虑量表(social anxiety scale for children，SASC)进行评估，验证行为训练的效果。应用SPSS 17.0软件进行统计分析。采用 t检验、方差分析、Mann-Whitney U检验比较组内或组间差异。 结果:研究组在行为训练前后的SES总分[研究组7.00(5.00，9.75)分、对照组1.00(0，2.00)分]、SS总分[研究组7.00(6.00，12.75)分、对照组2.00(1.00，3.00)分]、SASC总分[研究组5.00(2.00，8.75)分、对照组0(0，1.00)分]及害怕否定评价因子分[研究组3.00(0.25，5.00)分、对照组1.00(0，1.00)分]和社交回避及苦恼因子分[研究组2.00(1，4.00)分、对照组0(0，1.00)分]的减分值均明显高于对照组( Z＝-7.347，-7.338，-5.841，-4.122，-5.393，均 P<0.05)。研究组女生在行为训练前后的SASC总分[女生(7.19±3.82)分、男生(3.21±3.04)分]及害怕否定评价因子分[女生(4.00±2.23)分、男生(1.68±2.05)分]和社交回避及苦恼因子分[女生3.00(1.00，5.00)分、男生2.00(0，2.00)分]的减分值均明显高于研究组男生( t＝-3.611，-3.398， Z＝-2.111， P＝0.001，0.002，0.035)。 结论:团体艺术行为训练可显著提升青少年的自尊、缓解其羞怯和社交焦虑水平，促进青少年的人际交往。

abstractsObjective:To explore the effect of behavioral training of creative art therapy(CAT) on interpersonal communication in teenagers.Methods:Eighty teenagers were randomly divided into study group( n=40) and control group( n=40).The study group was received the behavioral training of CAT (12 times, each activity lasts for 120 min), and the control group did not take part in the behavioral training of CAT.The two groups were measured with self-esteem scale(SES), shyness scale(SS) and social anxiety scale for children(SASC) before and after behavior training.SPSS 17.0 software was used for statistical analysis, and t-test variance analysis and Mann-Whitney U test were used to compare the differences between groups or within groups. Results:Before and after behavioral training, changes in the SES total score (7.00(5.00, 9.75) vs 1.00(0, 2.00)), the SS total score (7.00(6.00, 12.75) vs 2.00(1.00, 3.00)), the SASC total score (5.00(2.00, 8.75) vs 0(0, 1.00)) and two factor scores (3.00(0.25, 5.00) vs 1.00(0, 1.00), 2.00(1.00, 4.00) vs 0(0, 1.00))in the study group were obviously higher than those in the control group( Z=-7.347, -7.338, -5.841, -4.122 and -5.393, all P<0.05).The score differences of the SASC total score ((7.19±3.82) vs (3.21±3.04)) and two factor scores ((4.00±2.23) vs (1.68±2.05), 3.00 (1.00, 5.00) vs 2.00 (0, 2.00)) of girls were significantly higher than those of boys in the study group ( t=-3.611, -3.398, Z=-2.111, P=0.001, 0.002, 0.035). Conclusion:Behavioral training of CAT can improve teenagers' self-esteem, relieve their shyness and social anxiety, as well as promote their interpersonal communication.