摘要
目的 了解问题学生的心理状况,分析问题行为的产生原因并进行干预,探讨针对问题学生的新型心理干预模式,为进一步做好问题学生的社会心理教育工作提供依据.方法 选取2013年3月～2014年3月广元市112名问题学生为研究对象,通过观察、谈话、调查问卷等多种方法,了解问题学生的问题行为表现及特征,分析问题行为的产生原因,探索问题行为发生发展及其变化规律,并对其采取心理教育、心理健康互动讲座、心理健康问题活动等多种心理干预措施.结果 问题学生在不同的年龄、性格、家庭情况和是否独生子女等因素影响下,其问题行为出现的概率均具有统计学意义（均P＜0.05）;间题学生症状自评量表（SCL-90）因子阳性率表现较高的有躯体化、人际关系、抑郁、敌对和偏执,所占比例分别为7.68％、73.21％、60.71％、63.39％和66.07％;与干预前相比,在进行了多种心理干预措施1年后,问题学生的SCL-90各因子得分均明显改善,差异均有统计学意义（均P＜0.05）.结论 问题学生存在的主要心理问题是躯体化、人际关系、抑郁、敌对和偏执,通过采取多种心理干预措施后,可以明显改善问题学生的心理状况,从而促使其健康成长.
Objective To understand the psychological status of the problem students, analyze the reasons, ex- plore the methods of intervention and to further make students＂ social psychological basis for reliable education work. 112 problem students in Guangyuan were selected as the research object. Through methods such as observation, conversation and questionnaire, the reason of student＇s problem behavior, performance and characteristics were observed. The general rule of development and changes in behavior and the causes of problem behavior were analyzed. The students were treated with psychological intervention measures. Results The age, personality, family situation and only children＇s performance in problem students were statistically different （P〈0. 05）. According to SCL - 90, the incidence of somatization, interpersonal relationship, depression, hostility and paranoid and proportion of the problem students were 7.68%, 73.21%, 60. 71%, 63.39% and 60.71%. After psychological intervention, score of SCL-90 of the problem students were improved significantly （P〈0.05）. Conclusion The main psychological problems of students are somatization, interpersonal relationship, depression, hostility and paranoid. The psychological intervention measures can obvious- ly improve the psychological condition, which is beneficial for their healthy growth.
出处
《西部医学》
2015年第9期1362-1364,共3页
Medical Journal of West China
基金
四川省卫生厅科研课题(130484)
关键词
问题学生
心理干预
结果
研究
Problem students
Psychological intervention
Results
Research
