高中生踏入高中校园的时候，面对陌生的校园环境与不熟悉的面孔，通常会产生不同程度的不适应感。而此时伴随他们的是身心的快速发展和自我意识水平的迅速提高，同伴交往也将成为他们高中生活的重要组成部分。本研究以同伴交往为干预主题，采用团体辅导形式，以社会交往技能、自我同一性理论、异性交往作为团体辅导内容设置的理论依据，在辅导过程中，采用多媒体辅助教学、角色扮演、情境体验、活动性游戏、音乐和绘画元素的结合以及“坐针毡”分享体验的实施方式，考察团体心理辅导活动对于高一年级学生同伴交往是否有效。开学初，从该校青年人格问卷测试中筛查出在社会能力方面存在严重问题的高一年级37名学生中，根据自愿报名和筛选访谈后，选出来自高一年级5个班的志愿者16人（8男8女）作为实验组被试，再从剩余21名学生中，随机挑选16名（8男8女）作为控制组被试，在团体辅导前、后分别对控制组和实验组的被试进行北京师范大学郑日昌教授编制的《关于中学生人际交往问题的量表》的测试，同时在全部团体辅导结束后根据观察和目的性抽样方法抽取被试4人，进行半结构化访谈，以检验团体辅导的效果。本研究在实证研究的基础上，经过统计分析，得出以下三方面结论。1. 该校高一年级学生的心理问题集中表现在自我确认和人际交往适应方面。2. 在同伴交往状况方面，该校高一年级学生在交谈方面和交际与交友方面存在较大问题。3. 经过8次的团体辅导后，实验组学生同伴交往水平得到显著的提高，与干预前和控制组测试结果相比，其同伴交往困扰程度明显减轻，证明了团体辅导设计与实施的有效性。最后，笔者根据团体辅导实践和访谈资料的分析，对中学心理健康教育实践和中学心理教育工作者提出了一些建议。

Middle School freshmen are faced with entirely new school environment and unacquainted classmates when they settled, thus may bring about a sense of inadaptation to various degrees. The new environment and interpersonal relationship pose a great challenge to the first years, the demand for the rapid physical and mental promotion as well as the emerging self-consciousness also lay great pressure on them. The new model of learning and way of life, especially peer interactions composes an important part of their school life. This thesis themes peer interactions, the method I adopt was Group Counseling. The theoretic basis of the group counseling situations laid on social skills, ego identity theory together with the communication with the opposite gender. The main activities contained multi-media assisted instruction, role play, situational experience, personal sharing, indoor activities and games as well as music and painting therapies. We viewed the effect of the above activities on the interactions among first years.In the beginning of the semester, we planed to select from the Teenager Ego Questionnaire 37 freshmen considered with severe problem in social communications. Through voluntary participation and interview, we selected 16 volunteers (including 8 males and 8 females) from 5 first year classes to serve as the experimental group. These volunteers went through 8 group counseling. Later we randomly chose from the rest 21 students 16 (including 8 males and 8 females) to form a control group. Before and after group counseling, we gave the two groups of students a rating scale on Middle School Students Peer Interactions. After finishing all the group counseling activities, we conducted a semi-structured interview on 4 participates through purposive sample to check up the result.Based on empirical studies and statistical investigations, we arrived at following conclusions:Firstly, the psychological problems of middle school freshmen centered on self-recognition and interpersonal relationship.Secondly, in terms of peer interaction, the first years found themselves in trouble with communicating and making friends with new classmates.Thirdly, through 8 group counseling, the experimental group improved their peer interaction ability greatly. Compared with that of the control group and before intervention, the experimental group has less trouble in interacting with their peers, which proved the effectiveness of our group counseling effort. At last, according to the analysis of group counseling and interview , the author proposed some suggestions for psychological educators and their practice in mental health education of middle school.