学校心理健康教育结合家庭干预对中学生心理健康的影响

  目的  探讨学校心理健康教育结合家庭干预对中学生心理健康的影响，为促进中学生的心理健康提供参考。  方法  方便选取河北师范大学附属实验中学6个班级的280名学生作为研究对象，将每个年级所选取的2个班级分别纳入实验组(145名)和对照组(135名)。实验组采用学校心理健康教育并配合家庭干预，对照组仅行学校心理健康教育。对比两组学生干预前后的一般健康问卷(GHQ)评分、症状自评量表(SCL-90)评分及常见心理卫生问题的变化。  结果  实验组干预后的GHQ-12总评分为(5.06±1.33)分，干预前为(15.62±3.84)分，干预后的GHQ-12总评分较干预前降低，且低于对照组干预后(t值分别为13.65，8.39，P值均 < 0.05)。干预后实验组的SCL-90躯体化、焦虑、抑郁、偏执、人际关系敏感、强迫症状、敌对、偏执、精神病性评分均低于对照组(t=-13.21~-6.71，P值均 < 0.05)。实验组干预后人际关系好、亲子关系好、课余爱好很多者占比分别为68.28%，66.21%，84.14%，均高于对照组(35.56%，40.74%，51.85%)，没有知心朋友、有早恋、无课余爱好者占比分别为9.66%，9.66%，4.14%，均低于对照组(20.74%，24.44%，21.48%)(P值均 < 0.05)。  结论  学校心理健康教育配合家庭干预可有效提高中学生的心理卫生水平，改善人际关系，促进心理健康。

Influence of school mental health education combined with family intervention on the mental health of middle school students

  Objective  To explore the influence of school mental health education combined with family intervention on the mental and physical health of middle school students.  Methods  A total of 280 students in six classes of the experimental middle school attached to Hebei Normal University were convenient selected as participants, and two classes in each grade were included in the experimental group and the control group. The experimental group received school mental health education and family intervention, while the control group only received school mental health education. The changes in GHQ, SCL-90 and common mental health problems were compared before and after intervention.  Results  The total score of GHQ-12 was (5.06±1.33) in the experimental group after intervention and (15.62±3.84) before intervention. The total score of GHQ-12 in the experimental group after intervention was significantly lower than that before intervention, and significantly lower than that in the control group(t=13.65, 8.39, P < 0.05). The scores for somatization, anxiety, depression, paranoia, interpersonal sensitivity, obsessive-compulsive symptoms, hostility, paranoia and psychosis in the experimental group were significantly lower than those in the control group(t=-13.21--6.71, P < 0.05). After the intervention, the proportions of good interpersonal relationships, good parent-child relationships and after-school hobbies in the experimental group were 68.28%, 66.21% and 84.14%, respectively, which were significantly higher than those in the control group(35.56%, 40.74% and 51.85%, respectively), the proportions of people without intimate friends, early love and love after school were 9.66%, 9.66% and 4.14%, respectively, which were significantly lower than those in the control group(20.74%, 24.44%, 21.48%)(P < 0.05).  Conclusion  School mental health education and family intervention can effectively improve the mental health of middle school students, improve their interpersonal relationships and promote their mental and physical health.