同伴教育对青春期中小学生心理健康干预效果评价

了解同伴教育干预方式对改善青春期中小学生心理健康状况的效果,为促进青春期中小学生心理健康发展提供依据.方法 采用非随机对照试验的方法,在重庆某区选取2所小学和2所初中学校,将1所小学(四至五年级)和1所中学(七至八年级)作为同伴教育干预组,由接受培训的同伴教育者对学生进行干预;另1所小学和1所中学相同年级作为对照组,不采取任何干预措施.用《中学生心理健康自评量表》(Mental Health Inventroy of Middle-SchoolStudents,MMHI-60)和一般情况调查问卷进行基线调查和随访调查.结果 同伴教育干预校学生总心理健康状况、强迫症状、偏执、敌对、人际关系紧张与敏感、抑郁、焦虑、学习压力、情绪不平衡和心理不平衡问题检出率由干预前的39.9%,55.3%,38.8%,37.9%,43.9%,40.5%,42.7%,48.0%,52.5%,32.1%降低到干预后的36.8%,46.1%,36.6%,33.3%,37.2%,38.8%,40.9%,45.7%,49.2%,30.3%,干预后适应不良的检出率(39.8%)高于干预前(37.7%),差异均有统计学意义(P值均<0.05).二元Logistic回归分析结果显示,干预后干预校青春期中小学生的总心理健康、强迫症状、偏执、敌对、人际关系紧张与敏感、抑郁、焦虑和学习压力检出率分别是对照校学生的0.63(95%CI=0.49~0.81)、0.73(95% CI=0.58~ 0.91)、0.75(95%CI=0.60~0.95)、0.60(95%CI=0.47~0.76)、0.67(95%CI=0.53~ 0.86)、0.72(95% CI=0.56~0.91)、0.68(95%CI=0.54~0.86)和0.71 (95%CI=0.56~ 0.91)倍(P值均<0.05).结论 同伴教育能有效改善青春期中小学生的强迫症状、偏执、敌对、人际关系紧张与敏感、抑郁、焦虑和学习压力.

Application of peer education in mental health education for adolescent primary and middle school students

Objective To assess the application effect of peer education in mental health education for adolescent primary and middle school students and to provide evidence for promoting the mental health of adolescent primary and middle school students in application. Methods The non-randomized controlled trial was performed,4-5 th grade students of two primary and 7-8 th grade students of two middle schools in a district of Chongqing were chosen as peer-education experimental group,and students in the same grade of another two school were chosen as the blank control group. The Mental Health Inventory of Middle School Students scale and self-made questionnaire were used to exam in mental health status of the subjects before and after intervention. Results The detection rates after intervention of the mental health,compulsion,paranoia,hostility,interpersonal relationship,depression,anxiety,academic stress,emotional imbalance and psychological imbalance( 36.8%,46.1%,36.6%,33.3%,37.2%,38.8%,40.9%,45.7%,49. 2%,30. 3%) in experimental group were lower than those before intervention( 39. 9%,55. 3%,38. 8%,37.9%,43.9%,40.5%,42.7%,48.0%,52.5%,32.1%). The detection rate after intervention of maladjustment( 39.8%) was higher than that before intervention( 37.7%)( P<0.05). Logistic regression analysis showed that the detection rate after intervention of the mental health,compulsion,paranoia,hostility,interpersonal relationship,depression,anxiety and academic stress status of adolescent primary and middle school students in experimental group was 0.63 times more than the rate of the control group( 95%CI= 0.49-0.81),0.73( 95%CI = 0.58-0.91),0.68( 95%CI = 0.54-0.86),0.71( 95% CI = 0.56-0.91)( P< 0.05). Conclusion Peer education is an effective measure and method to improve compulsion,paranoia,hostility,interpersonal relationship,depression,anxiety and intervention effect of adolescent primary and middle school students.