有關(guān)軍校新生心理衛(wèi)生狀況調(diào)查的淺析中英文對(duì)照

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1、 有關(guān)軍校新生心理衛(wèi)生狀況調(diào)查的淺析 中英文對(duì)照 About new cadets psychological health condition investigation analyses the contrast in both Chinese and English 【關(guān)鍵詞】 軍校；本科新生；碩士新生；心理健康；癥狀自評(píng)量表 【 key words 】 academy; Undergraduate students; Masters students; Mental health; Symptoms self evaluation scale 軍校

2、學(xué)員的心理衛(wèi)生狀況受到了很多研究者的關(guān)注［1］，但這些研究主要集中在本科學(xué)員身上，較少有人將研究生納入研究視野，而隨著軍校研究生人數(shù)的不斷增加，非常有必要把研究生也列入研究的范疇。為此，作者對(duì)上述兩組人群進(jìn)行了心理健康狀況調(diào)查，現(xiàn)將結(jié)果報(bào)告如下。 Psychological health status of cadets was the attention of many researchers [1], but these studies mainly focused on the undergraduate students, fewer people will graduate int

3、o the research field of vision, and with the point the number of graduate students increases unceasingly, is very necessary to graduate students and included in the category of study. To this end, the author of the above two groups carried on the psychological health condition investigation, result

4、will now report as follows. 1 對(duì)象與方法 1 object and methods 1.1 對(duì)象 以整群取樣法抽取某軍校本科新生97名和碩士新生60名為調(diào)查對(duì)象，獲得有效樣本為：本科生91名，碩士生58名。 1.1 object in a cluster sampling method to extract a military undergraduate students, 97 and a masters 60 subjects, get effective samples for: 91 undergraduates, ma

5、sters 58. 1.2 方法 采用癥狀自評(píng)量表（SCL90）在專業(yè)人士的指導(dǎo)下對(duì)測(cè)評(píng)對(duì)象進(jìn)行集體測(cè)試。項(xiàng)目采用0～4分5級(jí)記分，任一因子分≥2分為異常［2］。所有數(shù)據(jù)應(yīng)用SPSS10.0統(tǒng)計(jì)軟件處理，計(jì)量資料比較采用t檢驗(yàn)。 1.2 methods symptom self-assessment scale (SCL  90) under the guidance of professional personage to collective test evaluation objects. Project USES the score level 5 and 0 ~

6、 4 points or any factor 2 is divided into abnormal [2]. All data using SPSS10.0 statistical software processing, measurement data using t test. 2 結(jié)果 2 the results 2.1 本科新生SCL90測(cè)評(píng)結(jié)果 本科新生心理健康整體水平較高，癥狀自評(píng)量表所有因子均分都在1以下(軀體化＝0.49，強(qiáng)迫＝0.83，人際＝0.85，憂郁＝0.64，焦慮＝0.58，敵對(duì)＝0.59，恐怖＝0.34，偏執(zhí)＝0.73，精神病性

7、＝0.72)。對(duì)每個(gè)因子呈陽(yáng)性癥狀（因子分≥2）的學(xué)生進(jìn)行頻次分析顯示：人際關(guān)系敏感者占比重最大(強(qiáng)迫、憂郁、敵對(duì)和偏執(zhí)均為3.3%；焦慮和恐怖均為1.1%；人際關(guān)系為6.6%）。表明本科新生主要存在著人際關(guān)系方面的困擾。 2.1 undergraduate students SCL  90 assessment results in higher overall level of mental health, divide all symptoms self evaluation scale factors are below 1 (somatization = 0.49, forcin

8、g = 0.83, interpersonal = 0.85, blue = 0.64, anxiety = 0.58, hostile = 0.59, terrorist = 0.34, paranoid = 0.73, psychotic = 0.72). For each factor of positive symptoms (factor of 2 or higher) frequency analysis shows: students account for the sensitive interpersonal relationship is the largest (forc

9、ed, depression, hostility and paranoia are 3.3%; anxiety and terror are 1.1%; relationship of 6.6%). Showed that undergraduate students mainly exist in interpersonal relations. 2.2 碩士新生SCL90測(cè)評(píng)結(jié)果 碩士新生所有因子均分都在1以下(軀體化＝0.34，強(qiáng)迫＝0.79， 人際＝0.69， 憂郁＝0.52， 焦慮＝0.52， 敵對(duì)＝0.45， 恐怖＝0.26， 偏執(zhí)＝0.55， 精神病性＝0.5

10、0)。對(duì)每個(gè)因子呈陽(yáng)性癥狀的學(xué)生進(jìn)行頻次分析顯示， 強(qiáng)迫占比重最大(強(qiáng)迫為5.1%； 人際關(guān)系和憂郁均為1.7%)。 表明碩士新生主要存在著強(qiáng)迫癥狀的困擾。 2.2 masters students SCL  90 master of evaluation results divide all factors are below 1 (somatization = 0.34, forcing = 0.79, interpersonal = 0.69, blue = 0.52, anxiety = 0.52, hostile = 0.45, terrorist = 0.26, paranoi

11、d = 0.55, psychotic = 0.50). For each factor in students with positive symptoms frequency analysis shows that, forced to account for the largest (forced 5.1%; interpersonal and depression were 1.7%). Suggests there masters new main force of symptoms. 2.3 兩個(gè)群體心理健康水平比較 本科新生與碩士新生的軀體化、偏執(zhí)、精神病性因子分

12、差異均有顯著性(t=2.57，2.17，3.01，P＜0.05)。 3 討論 2.3 mental health compared two groups of undergraduate students and masters somatization, paranoid and psychotic factors have significant difference (t = 2.57, 2.17, 2.57, P < 0.05). 3 discuss 本結(jié)果顯示，絕大部分學(xué)員的心理健康狀況都處于正常水平，新入校的本科生與碩士生SCL90的軀體化、偏執(zhí)、精神病性因子分差

13、異有顯著性。提示，對(duì)本科新生我們應(yīng)重點(diǎn)關(guān)注其人際關(guān)系敏感，而對(duì)碩士新生應(yīng)重點(diǎn)關(guān)注其強(qiáng)迫癥狀。兩個(gè)群體之所以有一定差異，可能是因?yàn)槠涿媾R的應(yīng)激源各有側(cè)重。本科新生一般是初次離開家人和朋友而過集體生活，面臨的最大挑戰(zhàn)是如何處理與同學(xué)、干部等人際關(guān)系；由于年齡、閱歷等方面的原因，本科新生的自我調(diào)節(jié)、自我控制能力往往不足，不太善于解決自身出現(xiàn)的各種生理、心理困惑；學(xué)校對(duì)本科新生實(shí)施的是軍事化的封閉式管理。而碩士新生面對(duì)的最大挑戰(zhàn)是科研壓力，科研任務(wù)的開放性、前沿性、長(zhǎng)期性等特點(diǎn)，易使新生陷入持續(xù)的精神緊張，出現(xiàn)強(qiáng)迫性癥狀；碩士新生在心理上的相對(duì)成熟則有助于其進(jìn)行積極有效的自我調(diào)適；學(xué)校對(duì)碩士研究生的管

14、理則相對(duì)寬松。因此，在今后的心理教育過程中，應(yīng)以預(yù)防和發(fā)展為主，以矯治為輔；對(duì)學(xué)員進(jìn)行心理輔導(dǎo)時(shí)，不能搞一刀切，要提高心理教育和疏導(dǎo)工作的針對(duì)性。 This result shows that, the vast majority of students mental health status are at normal levels, newly enrolled in undergraduate and graduate SCL somatization  90, paranoid and psychotic factors have significant difference.

15、Suggests that we should focus on undergraduate freshman its sensitive interpersonal relationship, and to master new symptoms should focus on its force. Two groups there are certain differences, maybe its because have focused on the face of stress sources. Undergraduate students are generally first t

16、ime away from family and friends and a collective life, the biggest challenge is how to deal with students, cadres and other interpersonal relationships; Due to reasons such as age, experience, self adjusting, self control ability of undergraduate freshmen tend to lack, not too good at resolve itsel

17、f in a variety of physiological and psychological confusion; School is militarized closed-end management of the implementation of undergraduate students. And the master of the biggest challenges facing the new pressure is scientific research, scientific research task of openness, frontier and long-t

18、erm characteristics, easy to make new into a persistent mental tension, obsessive-compulsive symptoms; Masters students is relatively mature in the psychological help to the positive and effective self adjustment; School of master graduate student management is relatively loose. Therefore, in the process of psychological education in the future, should be given priority to the prevention and the development, is complementary to correction; For students psychological counseling, cant make one size fits all, to improve the pertinence of psychological education and guidance work.