江苏省3个城市特教学校聋哑中学生心理健康状况及其影响因素
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摘要
目的了解聋哑中学生心理健康状况及其影响因素,为制定相关措施、提高聋哑中学生心理健康状况提供依据。方法采用整群抽样的方式,以江苏省南京市、徐州市及南通市特教学校共224例聋哑中学生为调查对象进行问卷调查,应用t检验、方差分析及多元回归分析等方法对数据进行分析。结果聋哑中学生症状自评量表(SCL-90)中躯体化(1.89±0.66)、强迫症状(2.09±0.64)、人际关系敏感(2.00±0.66)、抑郁(2.01±0.67)、焦虑(1.78±0.47)、敌对(1.74±0.43)、恐怖(1.71±0.65)、偏执(1.82±0.45)及精神病性(1.68±0.36)9个因子得分均高于1998年修正常模,差异均有统计学意义(均P<0.05)。多元回归分析表明,个人文化程度、生活习惯和人际交往等因素对聋哑中学生心理健康有影响(P<0.05)。结论聋哑中学生心理健康状况存在问题,应引起社会广泛关注,相关部门应制定相关政策,提高聋哑中学生心理健康状况。
[Objective] To understand the mental health status of deaf and dumb middle school students and its influencing factors,and provide the basis for formulating the relevant measures to improve the mental health status of deaf and dumb students.[Methods]A total of 224 deaf and dumb middle school students in Nanjing,Xuzhou and Nantong special education schools were selected and given questionnaire survey. The t test,variance analysis and multiple regression analysis were used to analyze the data.[Results]The scores of somatization(1.89±0.66),obsessive-compulsive symptoms(2.09±0.64),interpersonal sensitivity(2.00±0.66),depression(2.01 ±0.67),anxiety(1.78 ±0.47),hostility(1.74 ±0.43),horror(1.71 ±0.65),paranoid(1.82 ±0.45)and psychoticism(1.68±0.36) in Symptom Self-Rating Scale(SCL-90) among deaf and dumb middle school students were all higher than those in1998 revisionary norm,and the differences were all statistically significant(all P <0.05). The multivariate regression analysis showed that the personal educational level,living habits and interpersonal communication affected the mental health of deaf and dumb middle school students(P<0.05).[Conclusion]There are problems in the mental health of deaf and dumb students,which should arouse widespread concern in society. And the relevant departments should formulate relevant policies to improve the mental health status of the deaf and dumb students.
[Objective] To understand the mental health status of deaf and dumb middle school students and its influencing factors,and provide the basis for formulating the relevant measures to improve the mental health status of deaf and dumb students.[Methods]A total of 224 deaf and dumb middle school students in Nanjing,Xuzhou and Nantong special education schools were selected and given questionnaire survey. The t test,variance analysis and multiple regression analysis were used to analyze the data.[Results]The scores of somatization(1.89±0.66),obsessive-compulsive symptoms(2.09±0.64),interpersonal sensitivity(2.00±0.66),depression(2.01 ±0.67),anxiety(1.78 ±0.47),hostility(1.74 ±0.43),horror(1.71 ±0.65),paranoid(1.82 ±0.45)and psychoticism(1.68±0.36) in Symptom Self-Rating Scale(SCL-90) among deaf and dumb middle school students were all higher than those in1998 revisionary norm,and the differences were all statistically significant(all P <0.05). The multivariate regression analysis showed that the personal educational level,living habits and interpersonal communication affected the mental health of deaf and dumb middle school students(P<0.05).[Conclusion]There are problems in the mental health of deaf and dumb students,which should arouse widespread concern in society. And the relevant departments should formulate relevant policies to improve the mental health status of the deaf and dumb students.
引文
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[19]王庆,张仪倡,袁霞.余姚某中专学生心理健康及影响因素调查[J].中国公共卫生管理,2014,30(6):928-930.
[20]崔丹丹.高中生手机依赖与睡眠质量和心理健康的关系[D].郑州:郑州大学,2014:25.
[21]孙崇勇,张鸿雁.聋哑青少年人格特征与心理健康关系[J].中国公共卫生,2011,27(6):695-697.
[22]陈铮.体育教学对小学聋哑学生自尊及人际关系影响的研究[D].南昌:江西师范大学,2015:6.
[23]张瑛.聋哑教育中引入“赏识教育”的实践与思考[J].中国校外教育旬刊,2014(S2):37.
[24]PELEG-POPKO O,DAR R.Marital quality,family patterns,and children’s fears andsocialanxiety[J].Contemporary Family Therapy,2001,23(4):465-487.
[25]刁燕.浅谈网络环境下中学生心理健康教育[J].生物技术世界,2016(4):274.
[2]秦雪.高等医学院校医学生心理健康存在的问题与对策探析[D].吉林:吉林大学,2015:13-15
[3]王海波.体育锻炼对高中生心理健康促进作用的研究[J].体育人文社会学,2014,4(26):111-113
[4]孙崇勇,张鸿雁.聋哑青少年人格特征与心理健康关系[J].中国公共卫生,2011,27(6):695-697
[5]孔颖,任寸寸,刘莎,等.人工耳蜗植入儿童的心理健康及其影响因素研究[J].听力学及言语疾病杂志,2017,25(1):53-57
[6]方拴锋,经承学,王琳琳.南宁市中学生心理健康状况的调查分析[J].中国儿童保健杂志,2008,16(5):565-567
[7]NEEDHAM BL,CROSNOE R.Overweight status and depressive symptoms during adolescence[J].J Adolesc Health,2005,36(1):48-55.
[8]江述荣,张保华,侯彩兰,等.泰安市不同性质学校中学生心理健康状况调查[J].中国公共卫生,2009,25(7):804-805
[9]王宏,汪洋.重庆库区中学生心理健康与生活事件的关系研究[J].中国学校卫生,2008,29(6):485-487
[10]赵念,向兵,彭健,等.初中新生个人行为与心理健康关系[J].中国公共卫生,2013,29(2):266-269
[11]叶慎花,谭顶良.学龄前儿童行为问题的现状及影响因素分析[J].现代中小学教育,2015,31(4):93.
[12]韦琳.青少年健康危险行为现状及干预研究进展[J].中国公共卫生,2011,27(7):933-934.
[13]李祚山.听觉障碍儿童自我意识与心理健康的研究[J].重庆师范大学学报,2006,23(2):84-87.
[14]胡胜利.中学生SCL-90评定结果分析及其常模的建立[J].心理与行为研究,2006,4(2):114-119.
[15]王极盛,李焰,赫尔实.中国中学生心理健康量表的编制及其标准化[J].社会心理科学,1997,13(4):15-20.
[16]唐秋萍,程灶火,袁爱华,等.SCL-90在中国的应用与分析[J].中国临床心理学杂志,1999,7(1):20
[17]李祚山,胡晓.听觉障碍儿童的心理健康及其影响因素研究[J].中国特殊教育,2004(8):56-59.
[18]王铂,杨枢敏,王雯,等.兰州市高校学生志愿者肺结核病防治知识知晓率调查[J].疾病预防控制通报,2015(6):75-77.
[19]王庆,张仪倡,袁霞.余姚某中专学生心理健康及影响因素调查[J].中国公共卫生管理,2014,30(6):928-930.
[20]崔丹丹.高中生手机依赖与睡眠质量和心理健康的关系[D].郑州:郑州大学,2014:25.
[21]孙崇勇,张鸿雁.聋哑青少年人格特征与心理健康关系[J].中国公共卫生,2011,27(6):695-697.
[22]陈铮.体育教学对小学聋哑学生自尊及人际关系影响的研究[D].南昌:江西师范大学,2015:6.
[23]张瑛.聋哑教育中引入“赏识教育”的实践与思考[J].中国校外教育旬刊,2014(S2):37.
[24]PELEG-POPKO O,DAR R.Marital quality,family patterns,and children’s fears andsocialanxiety[J].Contemporary Family Therapy,2001,23(4):465-487.
[25]刁燕.浅谈网络环境下中学生心理健康教育[J].生物技术世界,2016(4):274.