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目的评估学校—家庭—个人综合干预对农村留守中学生心理健康的即时效果和远期效果,为农村留守中学生心理健康干预提供建议和依据。方法采用中国中学生心理健康量表筛查遵义地区6所农村中学心理健康水平差的留守初中生,选取其中3所学校的55名学生为实验组进行综合干预,另3所学校选取53名学生为对照组。在干预前后及干预结束6个月后3个时间点进行评估。结果干预后,实验组抑郁、人际关系敏感等因子得分均较对照组低(1.79±0.27与2.57±0.50;1.64±0.37与2.68±0.49);干预结束6个月后,实验组抑郁、人际关系敏感等因子得分均较对照组低(1.85±0.30与2.50±0.46;1.81±0.40与2.55±0.51),差异均有统计学意义(P值均<0.01)。干预后,实验组在表达看法、了解自己、增加自信、乐于分享、感觉活动经验有意义、感觉信任和坦诚方面得分均比干预前升高,差异均有统计学意义(P值均<0.05)。结论综合干预对留守初中生心理健康水平具有较好的改善效果,并随着时间的推移,效果得以保持。
Objective To evaluate the immediate effect and long-term effect of comprehensive school-family-individual intervention on the mental health of left-behind middle school students in rural areas, and to provide suggestions and evidences for psychological intervention of left-behind middle school students in rural areas. Methods Left-behind junior high school students with poor mental health in 6 rural middle schools in Zunyi were screened by Mental Health Scale of Chinese Middle School. 55 students from 3 schools were selected as the experimental group for comprehensive intervention. The other 3 schools selected 53 students as Control group. Assessment was performed at 3 time points, before and after the intervention and six months after the intervention ended. Results After intervention, the scores of depression and interpersonal sensitivity in experimental group were significantly lower than those in control group (1.79 ± 0.27 and 2.57 ± 0.50; 1.64 ± 0.37 and 2.68 ± 0.49 respectively). After 6 months of intervention, depression and interpersonal relationship (1.85 ± 0.30 and 2.50 ± 0.46; 1.81 ± 0.40 and 2.55 ± 0.51, respectively), the differences were statistically significant (P <0.01). After the intervention, the experimental group expressed their opinions, understood themselves, increased their self-esteem, enjoyed sharing, felt the experience of the activities was meaningful, the scores of feeling trust and honesty were all higher than those before the intervention, the differences were statistically significant (P <0.05) . Conclusion The comprehensive intervention has a good effect on the mental health of left-behind junior high school students, and the effect can be maintained with the passage of time.