高度近视小学生及其家长负性心理感受的质性研究
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摘要
目的了解高度近视对小学生患者及其家长所造成的负性心理感受和负担,以期为关爱高度近视小学生心理健康提供参考依据。方法 2018年9—10月,采用质性研究中的现象学研究方法,运用分层抽样法与目的抽样法相结合,选取乌鲁木齐市4所小学中的12名高度近视小学生患者及其家长进行半结构式深入访谈,采用Colaizzi现象学七步分析法分析资料,得出主题。结果经分析提炼出高度近视小学生的负性心理感受可归为三大主题:高度近视对学生日常生活的负面影响、高度近视对学生心理健康的负面影响和学生调适负性心理感受的能力欠缺;高度近视小学生的家长负性情绪心理感受可归为三大主题:家长因孩子高度近视产生的负性情绪、难以调和孩子休息护眼与持续学习的矛盾、家长对孩子负性心理感受的应对方式差。结论关注、重视高度近视小学生的负性心理感受,社区医护人员有必要采取措施指导学生及其家长有效应对高度近视所造成的负性心理感受,以促进高度近视小学生身心健康发展。
[Objective]To understand and explore the negative psychological feelings and burdens of high myopia on primary school students and their parents, provide reference for caring for the mental health of high myopia pupils. [Methods] Using phenomenological research method in qualitative research, a semi-structured in-depth interview was conducted among 12 pupils with high myopia and their parents, who were collected from four primary schools in Urumqi from September to October 2018 using stratified sampling and objective sampling. Colaizzi phenomenological seven step analysis method was used to analyze the data and get the theme.[Results] The negative psychological feelings of high myopia pupils could be classified into three main themes: the negative effects of high myopia on students' daily life, the negative effects of high myopia on students' mental health,the lack of students' ability to adjust negative psychological feelings. The negative emotional psychological feelings of parents of high myopia pupils could be classified into three main themes: parents' negative emotions due to their children's high myopia,difficulties in reconciling the contradiction between children's rest and eye care and continuous learning,and parents' poor coping style to their children's negative psychological feelings.[Conclusion] It is necessary to pay attention to the negative psychological feelings of the pupils with high myopia. The community medical staff should take measures to guide the pupils and their parents to effectively cope with the negative psychological feelings caused by high myopia in order to promote the healthy development of the pupils with high myopia.
[Objective]To understand and explore the negative psychological feelings and burdens of high myopia on primary school students and their parents, provide reference for caring for the mental health of high myopia pupils. [Methods] Using phenomenological research method in qualitative research, a semi-structured in-depth interview was conducted among 12 pupils with high myopia and their parents, who were collected from four primary schools in Urumqi from September to October 2018 using stratified sampling and objective sampling. Colaizzi phenomenological seven step analysis method was used to analyze the data and get the theme.[Results] The negative psychological feelings of high myopia pupils could be classified into three main themes: the negative effects of high myopia on students' daily life, the negative effects of high myopia on students' mental health,the lack of students' ability to adjust negative psychological feelings. The negative emotional psychological feelings of parents of high myopia pupils could be classified into three main themes: parents' negative emotions due to their children's high myopia,difficulties in reconciling the contradiction between children's rest and eye care and continuous learning,and parents' poor coping style to their children's negative psychological feelings.[Conclusion] It is necessary to pay attention to the negative psychological feelings of the pupils with high myopia. The community medical staff should take measures to guide the pupils and their parents to effectively cope with the negative psychological feelings caused by high myopia in order to promote the healthy development of the pupils with high myopia.
引文
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[20]程慧媛,王智勇.学生近视眼防控工作的学校健康管理策略[J].中国学校卫生,2015,36(12):1761-1763.
[2]REPKA M.Prevention of myopia in children[J].JAMA,2015,314(11):1137-1139.
[3]赵荣凤,孙雅丽.小学生近视与心理健康的调查分析[J].中国中医眼科杂志,2009,19(1):45-46.
[4]HURLEY S,STRUMPF N,BARG F,et al.Not Quite Seamless:Transitions between Home and Inpatient Hospice[J].J Pal Med,2014,17(4):428-434.
[5]梁英豪,张大均,梁迎丽.3~6年级小学生心理素质发展的现状与特点[J].心理学探新,2017,37(4):345-351.
[6]何玉萍,陈秋莹,施靖容,等.病理性近视患者焦虑和抑郁状况调查及相关因素分析[J].兰州大学学报(医学版),2016,42(6):36-41.
[7]林素兰,王丹,咸亚静,等.乌鲁木齐市小学生社交焦虑和抑郁现状调查[J].中国当代儿科杂志,2018,20(8):670-674.
[8]许峰.教育与光明:近视学生的精神分析[D].宁波:宁波大学,2017:8-9.
[9]冯程程.大连市高年级小学生心理健康问题及对策[D].大连:辽宁师范大学,2013:7.
[10]徐亮,李建军,徐捷.如何使中小学生理解近视眼成因与防控机制[J].眼科,2017,26(4):220-222.
[11]陈志刚,赵立宇,陈碧华,等.学校卫生“医教结合”工作模式探索[J].中国学校卫生,2013,34(4):474-475.
[12]孟庆鸿.家庭教养方式对中小学生焦虑的影响研究[D].大连:辽宁师范大学,2016:10.
[13]诸晓枫,朱剑锋,邹海东,等.2010年上海市宝山区小学生屈光不正和视力损伤的患病率调查[J].中华实验眼科杂志,2014,32(5):451-456.
[14]邹志礼,陈品红,蒙华庆,等.4~6年级小学生社交焦虑与自尊及自我意识的关系[J].中华行为医学与脑科学杂志,2012,21(5):436-439.
[15]郭秀伟,周丽英.聊城市城区部分近视和正常视力高中生人格特征及心理健康状况[J].中国健康心理学杂志,2015,23(1):136-139.
[16]沈贵兰.城市小学儿童自尊异质性背景下的社交焦虑在自尊和同伴关系间的中介作用[D].成都:四川师范大学,2017:6-7.
[17]杨帆,刘锋.医教结合模式下学校卫生工作的需求分析[J].上海预防医学,2018,30(5):408-411,420.
[18]邹建群.社区健康管理对小学生预防近视的效果分析[J].中国医药科学,2017,7(8):193-195.
[19]饶义,周圆,杨红云.近视初诊儿童家长的心理剖析及干预对策[J].医学信息,2014(39):159.
[20]程慧媛,王智勇.学生近视眼防控工作的学校健康管理策略[J].中国学校卫生,2015,36(12):1761-1763.