家庭缺失学生人格、行为、心理健康的调查

目的了解家庭缺失学生的人格特征、行为问题、心理健康状况及其影响因素。方法采用艾森克人格问卷（EPQ）、Rutter儿童行为教师问卷、症状自评量表（SCL-90）和家庭功能评定量表（FAD），对舟山市千荷实验学校学生进行调查。结果238名学生完成了测试，其中行为问题的检出率为14．29％，其中男生行为问题检出率为22．40％，女生行为问题检出率为5．31％，男生行为问题明显高于女生（P〈0．01），男生A行为检出率（20．00％）高于女生（2．65％）；内向性格者占38．24％，情绪不稳定的占51．26％；SCL-90量表中的焦虑因子分高于中学生综合样本（t=2．42，P〈0．05），女生在SCL-90的人际、抑郁、恐怖三个因子上的得分（2．00±0．68），（1．85±0．72），（1．67±0．59）]高于男生（1．74±0．62），（1．70±0．64），（1．44±0．54），t=-2．44，-2．16，-2．43，P〈0．05]；行为总分与FAD总的功能呈正相关（P〈0．05），EPQ各量表分及SCL-90各因子分与FAD中的家庭成员的沟通、成员的角色、情感反应、情感介入及总的家庭功能因子分呈显著相关（P〈0．05或P〈0．01）。结论家庭缺失儿童具有孤僻、偏内向、情绪不稳定的个性特点，他们的心理健康状况较差，与其家庭功能有着较为密切的关系，需要引起全社会的重视。

Study of Family Absence on Students' Personality Characteristics,Behavior Disorders and Mental Health

Objective To study family absence on the personality characteristics, behavior disorders and mental health of the students, and to explore it＇s related factors. Methods A total of 238 students from Zhoushan Qianhe Experimental School were involved in the investigation and finished the questionnaires including Eysenek Personality Questionnaire （EPQ） , Rutter Scale, Symptom Checklist - 90 （ SCL - 90） and Family Assessment Device （FAD）. Results The prevalence of behavior disorders was 14. 29% （ male 22.4% , female 5.31% ） , and difference was significant between genders （ P 〈 0. 01 ）. Antisocial behavior was found more in males than in females （ P 〈 0. 01 ）. 38.24% of the males were with introversion personality, and 51.26% with unstable mood. The score of anxiety factor in SCL -90 of male group was higher than that of the norm （t =2.42, P 〈 0. 05 ）. The scores of interpersonal sensitivity, depression, phobia were higher in female group （2. 00 ± 0.68）, （ 1.85 ± 0.72）, （1.67±0.59）] than those in male group （1.74±0.62）, （1.70±0.64）, （1.44±0.54）, t=-2.44, -2.16, - 2.43, P 〈 0. 05, respectively ]. The sores of behavior had positive correlation with general functioning （ P 〈 0. 05 ）. Many scores of factors in FAD, such as communication, family role, affeetive responsiveness, affective involvement and general functioning in family, had significant correlation with scores of EPQ and SCL - 90 factors （ P 〈 0.05 or P 〈 0.01 ） . Conclusion The students of family absence had some personality characteristics including unsociability introversion, unstable mood. Family function was associated with personality characteristic, behavior disorders and mental health. People should think highly of the mental health of the students of family absence.