积极心理学在大学生军训期心理健康教育中的应用
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摘要
为探究积极心理学在大学生军训期心理健康教育中的作用,研究者选取了194名在军训期间的大学生作为被试,随机分为实验组1和实验组2,分别进行不同的心理健康教育。结果显示:接受结合了积极心理学的心理健康教育的实验组2军训前后心理健康状况在强迫、人际关系、焦虑和偏执维度上存在显著差异(p <0.05),得分明显下降;接受普通心理健康教育的实验组1军训前后心理健康状况无明显差异(p> 0. 05)。因此,将积极心理学应用于高校军训学生心理健康教育有一定价值。
In order to explore the role of positive psychology in the mental health education of students participating in military training in colleges and universities, the researchers selected 194 students during the military training as subjects, and randomly divided them into experimental group 1 and experimental group 2, exposing them to two different kinds of mental health education during military training. The research results showed that there were significant differences in the mental health status, in terms of the obsessional thinking, interpersonal relationship, anxiety, and paranoia, of experimental group 2, who received the mental health education combined with positive psychology,before and after the military training (p < 0. 05), with the scores decreased significantly; There was no significant difference in mental health status of experimental group 1, who received the general mental health education, before and after the military training (p > 0. 05). Therefore, it is of great value to apply positive psychology into the mental health education of students during the military training in colleges and universities.
In order to explore the role of positive psychology in the mental health education of students participating in military training in colleges and universities, the researchers selected 194 students during the military training as subjects, and randomly divided them into experimental group 1 and experimental group 2, exposing them to two different kinds of mental health education during military training. The research results showed that there were significant differences in the mental health status, in terms of the obsessional thinking, interpersonal relationship, anxiety, and paranoia, of experimental group 2, who received the mental health education combined with positive psychology,before and after the military training (p < 0. 05), with the scores decreased significantly; There was no significant difference in mental health status of experimental group 1, who received the general mental health education, before and after the military training (p > 0. 05). Therefore, it is of great value to apply positive psychology into the mental health education of students during the military training in colleges and universities.
引文
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[7]金华,吴文源,张明园.中国正常人SCL-90评定结果的初步分析[J].中国神经精神杂病杂志,1986(5):260-263.
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[9]陈凯宏,叶建国.新生军训后心理状况引发的伦理思考[J].中国医学伦理学,2007(2):118-120.
[10]沙凯.苏珊·朗格符号理论研究[D].南京:南京师范大学,2014.
[11]齐晓颖,刘立伟,赵婷.积极心理学在高校思想政治教育工作中的功能及其实现[J].学校党建与思想教育(下),2014(4):61-63.
[2]袁党明.大学生军训心理分析及应对办法[J].无锡商业职业技术学院学报,2006(3):42-43.
[3]范韶维,乔兰波.大学新生军训心理问题及危机干预研究[J].宿州教育学院学报,2007(2):57-59.
[4]周嵚,石国兴.积极心理学介绍[J].中国心理卫生杂志,2006(2):129-132.
[5]苗元江,余嘉元.积极心理学:理念与行动[J].南京师范大学报(社会科学版),2003(3). 81-86.
[6]陈红,宋颖惠,顾凡.积极心理学:高校心理健康教育的新视角[J].中国健康心理学杂志,2007(12):1113-1115.
[7]金华,吴文源,张明园.中国正常人SCL-90评定结果的初步分析[J].中国神经精神杂病杂志,1986(5):260-263.
[8]王挺,杜文东.江苏省大学生SCL-90常模修订[J].南京中医药大学学报,2007(1):38-41.
[9]陈凯宏,叶建国.新生军训后心理状况引发的伦理思考[J].中国医学伦理学,2007(2):118-120.
[10]沙凯.苏珊·朗格符号理论研究[D].南京:南京师范大学,2014.
[11]齐晓颖,刘立伟,赵婷.积极心理学在高校思想政治教育工作中的功能及其实现[J].学校党建与思想教育(下),2014(4):61-63.