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目的通过调查兰州市中学心理干预的基本状况,寻找影响兰州市中学心理干预效果的主要因素,并针对这些影响因素提出具体的应对措施与解决办法。方法在兰州市105所中学中,以分层随机抽样方式抽取了70所中学的心理教师为调查对象,对兰州市中学心理干预的基本状况进行调查访谈。结果①在心理干预现状方面,在是否作过心理干预的专题研究与各年级是否均开设心理健康教育课两项上呈显著性差异(χ2=13.770,P<0.001)、(χ2=11.558,P<0.05),其它项目均无显著性差异;②在重视程度上,在是否配备专职心理教师、心理咨询室是否每日开放、心理咨询室的工作环境是否符合专业要求、是否为新生建立心理健康档案及是否经常进行全校性心理健康教育和讲座5项上呈显著性差异(χ2=12.909,P<0.001;χ2=5.973,P<0.05;χ2=28.239,P<0.001;χ2=45.253,P<0.001;χ2=34.304,P<0.001),其它项目均无显著性差异;③在师资队伍建设方面,在与能否经常参加专业培训两项上呈现显著差异(χ2=10.500,P<0.033;χ2=19.250,P<0.001),其它项目均无显著性差异;④在心理干预的基本形式方面,仅在认为学校领导重视心理干预项目上呈现显著性差异(χ2=17.014,P<0.001),其它项目均无显著性差异;⑤在对本校心理干预总体评价方面,均无显著性差异(χ2=5.926,P>0.05)。结论兰州市中学心理干预的基本状况不甚理想;师资队伍建设是提高兰州市中学心理干预质量的重要途径;心理干预的效果与学校管理者对心理干预的重视程度和支持有关。
Objective To find out the main factors that influence the effect of psychological intervention in middle schools of Lanzhou by investigating the basic situation of psychological intervention in middle schools in Lanzhou and to put forward specific countermeasures and solutions to these factors. Methods In 105 middle schools in Lanzhou, 70 middle school psychology teachers were selected as samples by stratified random sampling method to investigate the basic situation of psychological intervention in middle schools of Lanzhou. Results ① There was a significant difference in psychosocial education classes (χ2 = 13.770, P <0.001), (χ2 = 11.558, P <0.05), and no significant difference was observed in other items. (2) In the degree of emphasis, whether the professional psychology teachers and counseling rooms are open daily or not, whether the work environment of the counseling rooms meet the professional requirements and whether mental health is established for freshmen There were significant differences (P <0.001; χ2 = 5.973, P <0.05; χ2 = 28.239, P <0.001; χ2 = 45.253, P < (Χ2 = 10.500, P <0.033; χ2 = 0.001; χ2 = 34.304, P <0.001), and there was no significant difference in other items; (3) There were significant differences in the construction of faculty between regular training and professional training = 19.250, P <0.001), and no significant difference was observed in other items. (4) In the basic form of psychological intervention, there was a significant difference (P <0.001) No significant difference between the project; ⑤ psychological intervention in our school overall Evaluation, no significant difference (χ2 = 5.926, P> 0.05). Conclusion The basic situation of psychological intervention in Lanzhou middle school is not ideal. The construction of teaching staff is an important way to improve the quality of psychological intervention in Lanzhou middle school. The effect of psychological intervention is related to the importance and support of school administrators to psychological intervention.