心理综合干预对小学生心理健康的影响

目的：评价心理综合干预方法对小学生心理健康的影响。方法：从安宁市某小学二、四年级各抽取两个班共192名学生进行心理综合干预，采用心理健康测量评价工具，比较干预前后得分。结果：小学生心理健康综合测量结果提示，在接受干预后半年，性格缺陷（t=2．06，P〈0．05）、社会适应障碍行为障碍（t=1．77，P〈0．05）有减分，行为障碍（t=2．99，P〈0．01）减分明显；一年后学习障碍（1=2．79，P〈0．01）、情绪障碍（t=2．56，P〈0．01）、性格缺陷（t=3．17，P〈0．01）、行为障碍（扭3．51，P〈0．01）减分明显（P〈0．01），社会适应障碍（t=1．89，P〈0．05）有减分；一年半后学习障碍（t=3．41，P〈0．01）、情绪障碍（t=3．25，P〈0．01）、性格缺陷（t=4．16，P〈0．01）和行为障碍（t=4．47，P〈0．01）减分明显，社会适应障碍（t=2．11，P〈0．05）有减分。结论：综合心理干预可明显提高小学生心理健康水平。

Comprehensive psychological intervention affect on mental health of primary school students

Objective：To evaluate the comprehensive psychological intervention affect on mental health of primary school students. Extracted a total of 192 students in two classes each from grades two, four of a primary school in Anning City, were given comprehensive psychological intervention, used the students mental health scale as an evaluation tool, compared the scores before and after intervention. Results：The result of the students mental health scale suggest that, six months after the intervention the personality defects （ t = 2.06, P 〈 0.05 ）, social adjustment disorder （ t = 1.77, P 〈 0.05 ） have score decreased, behavioral disorders （ t = 2.99, P 〈 0.01 ） have obviously score decreased; and a year later learning disorders （ t = 2.79, P 〈 0.01 ） , emotional disorders（ t = 2.56,P 〈 0.01 ）, personalitydcfeets （ t = 3.17, P 〈 0.01 ）, behavioraldisorders （ t = 3.51, P 〈 0.01 ） have obviously score de- creased, social adjustment disorder（ t = 1.89, P 〈 0.05 ） have score decreased; after year and a half, later learning disorders （ t = 3.41, P 〈 0.01 ） , emo- tional disorders（ t = 3.25,P 〈 0.01 ）, personality defects（ t = 4.16,P 〈 0.01 ）, behavioral disorders （ t = 4.47,P 〈 0.01 ） have obviously score decreased, social adjustment disorder（ t = 2.11, P 〈 0.05 ） have score decreased. Condtlsion：The comprehensive psychological intervention has positive affect on mental health of primary school students, mental health education is necessary in primary school students.