亲情驿站对农村特殊家庭寄宿小学生心理健康干预效果
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摘要
目的了解农村特殊家庭寄宿小学生心理健康的适宜干预方法,为改善农村特殊家庭寄宿小学生的心理健康状况提供参考。方法通过创建"亲情驿站",对宁夏盐池县高沙窝中心小学105名农村特殊家庭寄宿小学生进行社会情感教育活动干预,干预措施包括团体活动和个体心理辅导。团体活动每日1次,共10期,个体心理辅导每人每周1次,每人共40次,每次30 min。并采用小学生心理健康评定量表(Mental Health Rate Scale for Pupil, MHRSP)评价干预效果。结果农村特殊家庭寄宿小学生心理健康水平总均分为(48.00±18.56)分,心理健康水平总分≥65分的学生检出率为19.05%;至少单一维度得分≥10分的学生检出率为100%。各维度检出率由高到低排在前5位的依次为性格缺陷51人(48.57%)、学习障碍46人(43.81%)、情绪障碍27人(25.71%)、社会适应障碍19人(18.10%)、品德缺陷12人(11.43%)。干预后农村特殊家庭寄宿小学生,学习障碍、情绪障碍、性格障碍、社会适应障碍、品德缺陷检出率及得分均低于干预前(χ~2值分别为20.60,6.05,43.58,10.99,12.73,t值分别为4.00,3.31,3.25,3.31,2.54,P值均<0.05)。结论农村特殊家庭寄宿小学生心理健康问题突出,社会情感教育应成为家长、学校、社会各界及政府关注的焦点。"亲情驿站"活动的社会情感教育可提高农村特殊家庭寄宿小学生心理健康水平,值得进一步推广实施。
Objective To understand mental health status of primary school boarding pupils in rural families, and to explore specific intervention method suitable for mental health problems prevention and intervention among those children. Methods Social emotional education was administered through family station among 105 rural primary school students in Gaohawo central primary school in Yanchi county of Ningxia Hui Autonomous Region. Mental health was evaluated by the Mental Health Rate Scale for Pupil(MHRSP) before and after intervention. Results The average score of mental health of children with rural boarding students was(48.00±18.56), the detection rate of total score ≥65 was 19.05%, and the detection rate of with at least one dimension≥10 points was 100%. Mental health problems in different dimension was highest in personality defects(48.57%), followed by learning disabilities(43.81%), emotional disorders(25.71%), social adjustment disorders(18.10%) and morality defects(11.43%). After the intervention, the detection rate and total score of mental health problems among rural pupils decreased significantly compared to before intervention(χ~2=20.60, 6.05, 43.58, 10.99, 12.73, P<0.05), and the detection rate of learning disabilities, mood disorders, personality disorders, social adaptation disorders, and moral defects decreased significantly(t=4.00, 3.31, 3.25, 3.31, 2.54, P<0.05). Conclusion Mental health problems of primary school students in rural areas are outstanding. Social and emotional education should be the focus of parents, schools, the community, as well as government. The social and emotional education of the "family station" activity could improve mental health among primary school pupils in rural areas, which is worth further promotion.
Objective To understand mental health status of primary school boarding pupils in rural families, and to explore specific intervention method suitable for mental health problems prevention and intervention among those children. Methods Social emotional education was administered through family station among 105 rural primary school students in Gaohawo central primary school in Yanchi county of Ningxia Hui Autonomous Region. Mental health was evaluated by the Mental Health Rate Scale for Pupil(MHRSP) before and after intervention. Results The average score of mental health of children with rural boarding students was(48.00±18.56), the detection rate of total score ≥65 was 19.05%, and the detection rate of with at least one dimension≥10 points was 100%. Mental health problems in different dimension was highest in personality defects(48.57%), followed by learning disabilities(43.81%), emotional disorders(25.71%), social adjustment disorders(18.10%) and morality defects(11.43%). After the intervention, the detection rate and total score of mental health problems among rural pupils decreased significantly compared to before intervention(χ~2=20.60, 6.05, 43.58, 10.99, 12.73, P<0.05), and the detection rate of learning disabilities, mood disorders, personality disorders, social adaptation disorders, and moral defects decreased significantly(t=4.00, 3.31, 3.25, 3.31, 2.54, P<0.05). Conclusion Mental health problems of primary school students in rural areas are outstanding. Social and emotional education should be the focus of parents, schools, the community, as well as government. The social and emotional education of the "family station" activity could improve mental health among primary school pupils in rural areas, which is worth further promotion.
引文
[1] 李娟.农村寄宿制小学生社会关系与孤独感研究:以山西省忻州市为例[J].现代农村科技,2017(11):91-92.
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[7] 袁碧涛,董国营,林应和.特殊家庭与儿童心理健康关系的研究进展[J].中国社会医学杂志,2010,27(4):207-209.
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[9] 谢凡.建设良好学校氛围促进学生情感发展:“社会情感学习与基础教育质量提升”国际学术研讨会在京举行[J].中小学管理,2015(2):45.
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[11] 田翠,赵顺英,高沐.农村小学生心理健康状况及其对策研究[J].基础教育研究,2017(15):70-72.
[12] 龚建良.《小学生心理健康评定量表》 的信效度检验及试用[D].金华:浙江师范大学,2008.
[13] 程进,黄锟,魏锁.农村学龄前留守儿童行为问题及家庭综合环境因素分析[J].中国学校卫生,2018,39(3):387-389,393.
[14] DORSEY S,BERLINER L,LYON A R.An ARC-informed family centered care intervention for children’s community based mental health programs[J].J Child Fam Stud,2016,25(1):275-289.
[15] 朱萍.农村中小学生母亲外出务工经历一般情况调查及母婴分离对子代抑郁和学习成绩的影响[D].合肥:安徽医科大学,2014.
[16] 赵春花.学校氛围对学生学业成绩的影响[J].外国中小学教育,2014(8):11-20.
[17] ECCLES J S,ROESER R W.Schools as developmental contexts during adolescence[J].J Res Adolesc,2011,21(1):225-241.
[18] 吴际.统合视野下的社会情感学习与心理健康教育[J].中小学心理健康教育,2017(28):4-6.
[19] 杜媛,毛亚庆.基于关系视角的学生社会情感能力构建及发展研究[J].教育研究,2018,39(8):43-50.
[20] 毛亚庆,杜媛,易坤权,等.基于学生社会情感能力培养的学校改进:教育部—联合国儿童基金会“社会情感学习”项目的探索与实践[J].中小学管理,2018(11):31-33.
[2] 昝旻.寄宿与非寄宿制小学生自尊和孤独感的现状研究[D].成都:四川师范大学,2011.
[3] 汪海彬,邵慧敏,夏平平,等.安徽省留守儿童人际情感的现状调查研究[J].陕西学前师范学院学报,2016,37(2):19-22.
[4] 教育部.关于加强义务教育阶段农村留守儿童关爱和教育工作的意见[EB/OL].[2017-10-18].http://www.moe.edu.cn/publicfiles/business/htmlfiles/moe/moe_706/201301/146671.html.
[5] 周炎根,徐俊华,汪海彬,等.留守儿童人际情感与自我接纳的关系[J].中国学校卫生,2018,39(4):617-619.
[6] 郑学琴.农村特殊家庭心理环境对儿童成长的影响及对策研究[J].云梦学刊,2015,36(1):132-135.
[7] 袁碧涛,董国营,林应和.特殊家庭与儿童心理健康关系的研究进展[J].中国社会医学杂志,2010,27(4):207-209.
[8] 殷炳江.小学生心理健康教育[M].北京:人民教育出版社,2003:372-373.
[9] 谢凡.建设良好学校氛围促进学生情感发展:“社会情感学习与基础教育质量提升”国际学术研讨会在京举行[J].中小学管理,2015(2):45.
[10] 毛亚庆,郭晓平.提升学生社会情感能力的学校变革[J].内蒙古教育,2018(20):1.
[11] 田翠,赵顺英,高沐.农村小学生心理健康状况及其对策研究[J].基础教育研究,2017(15):70-72.
[12] 龚建良.《小学生心理健康评定量表》 的信效度检验及试用[D].金华:浙江师范大学,2008.
[13] 程进,黄锟,魏锁.农村学龄前留守儿童行为问题及家庭综合环境因素分析[J].中国学校卫生,2018,39(3):387-389,393.
[14] DORSEY S,BERLINER L,LYON A R.An ARC-informed family centered care intervention for children’s community based mental health programs[J].J Child Fam Stud,2016,25(1):275-289.
[15] 朱萍.农村中小学生母亲外出务工经历一般情况调查及母婴分离对子代抑郁和学习成绩的影响[D].合肥:安徽医科大学,2014.
[16] 赵春花.学校氛围对学生学业成绩的影响[J].外国中小学教育,2014(8):11-20.
[17] ECCLES J S,ROESER R W.Schools as developmental contexts during adolescence[J].J Res Adolesc,2011,21(1):225-241.
[18] 吴际.统合视野下的社会情感学习与心理健康教育[J].中小学心理健康教育,2017(28):4-6.
[19] 杜媛,毛亚庆.基于关系视角的学生社会情感能力构建及发展研究[J].教育研究,2018,39(8):43-50.
[20] 毛亚庆,杜媛,易坤权,等.基于学生社会情感能力培养的学校改进:教育部—联合国儿童基金会“社会情感学习”项目的探索与实践[J].中小学管理,2018(11):31-33.