麦西来甫健身操锻炼与音乐想象疗法交互作用对维吾尔族中学生心理健康的干预调查
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摘要
目的了解麦西来甫健身操锻炼、音乐想象疗法及交互干预模式下对维吾尔族焦虑和抑郁中学生的干预效果,为今后更好的对维吾尔族中学生进行心理干预提供支持。方法选取新疆2所中学的高一和高二年级的全体在校维吾尔族中学生作为调查对象,对其采用焦虑自评量表(SAS)、抑郁自评量表(SDS)和症状自评量表(SCL-90)量表进行调查测试,共选取焦虑和抑郁因子呈现阳性的维吾尔族中学生288人,对其随机分为4组并进行干预,对干预前、干预后及干预后3个月的测试结果进行比较分析,了解不同组别干预效果。结果维吾尔族焦虑抑郁中学生对照组干预前、干预后及干预后3个月结果相比较,差异无统计学意义(P>0.05)。麦西来甫健身操锻炼组干预前、干预后和干预后3个月在SCL-90抑郁因子方面得分逐渐降低,但差异无统计学意义(F=0.228,P>0.05),在SDS、SCL-90焦虑因子和SAS得分方面逐渐降低,差异均有统计学意义(F=5.749、12.517、18.856,均P<0.01)。音乐疗法干预组SCL-90抑郁因子干预前、干预后和干预后3个月结果比较差异无统计学意义(F=2.418,P>0.05),在SDS、SCL-90焦虑因子和SAS得分方面干预前得分均高于干预后和干预后3个月得分,差异均有统计学意义(F=32.985、16.116、58.671,均P<0.01)。麦西来甫健身操锻炼联合音乐想象疗法干预组在SCL-90抑郁因子、抑郁自评量表、SCL-90焦虑因子和焦虑自评量表得分干预前>干预后3个月>干预后得分,差异均有统计学意义(F=12.522、93.381、29.084、112.687,均P<0.01)。总体来看,干预效果依次为麦西来甫健身操锻炼联合音乐想象疗法干预组>音乐想象疗法干预组>麦西来甫健身操锻炼组>对照组。结论不同组别的干预对维吾尔族焦虑和抑郁症状中学生均存在不同程度的干预效果,其中麦西来甫健身操锻炼联合音乐疗法干预组对抑郁和焦虑干预效果最佳,随后依次为音乐想象疗法干预组、麦西来甫健身操锻炼组和对照组。
[Objective] To understand the effects of Mexilai aerobics exercise, music imagination therapy and interactive interventions on the Uygur middle school students with anxiety and depression, provide support for the psychological intervention of Uygur middle school students in the future.[Methods]The Uyghur students in the grade 1 and 2 of two secondary schools in Xinjiang were selected as the survey subjects, and were investigated by the anxiety self-rating scale(SAS), the self-rating depression scale(SDS) and the SCL-90 scale. 288 Uyghur middle school students with positive anxiety and depression factors were randomly divided into 4 groups and were intervened. The test results before and after the intervention and three months after the intervention were compared and analyzed to understand the intervention effect of different groups.[Results]In the control group,there was no statistically significant difference in the results of anxiety and depression among before intervention, after intervention, and three months after intervention(P>0.05). In the Mexilai aerobics exercise group, the scores of SCL-90 depressive factors decreased gradually among before intervention, after intervention, and three months after intervention, but the difference was not statistically significant(F =0.228,P >0.05), while the scores of SDS, SCL-90 anxiety factors and SAS decreased gradually, and the differences were statistically significant(F=5.749, 12.517, 18.856, all P<0.01). In the music imagination therapy group, there was no statistically significant difference in the scores of SCL-90 depressive factors among before intervention, after intervention, and three months after intervention(F=2.418, P>0.05), while the scores of SDS, SCL-90 anxiety factors and SAS before intervention were higher than those after intervention, and three months after intervention, and the differences were statistically significant(F=32.985, 16.116, 58.671, all P<0.01). In the Mexilai aerobics exercise combined with music imagination therapy group, the scores of SCL-90 depressive factors, SDS, SCL-90 anxiety factors and SAS before intervention were higher than those of three months after intervention, and the scores of three months after intervention were higher than those after intervention, and the differences were statistically significant(F=12.522, 93.381, 29.084, 112.687, all P<0.01).On the whole, the intervention effects were as follows: the Mexilai aerobics exercise group combined with music imagination therapy group>the music imagination therapy group>the Mexilai aerobics exercise group>the control group. [Conclusion]The different interventions have different effect on Uyghur middle school students with anxiety and depressive symptoms. Among them, the Mexilai aerobics exercise group combined with music imagination therapy group has the best effect on depression and anxiety intervention, followed by the music imagination therapy group, the Mexilai aerobics exercise group and the control group.
[Objective] To understand the effects of Mexilai aerobics exercise, music imagination therapy and interactive interventions on the Uygur middle school students with anxiety and depression, provide support for the psychological intervention of Uygur middle school students in the future.[Methods]The Uyghur students in the grade 1 and 2 of two secondary schools in Xinjiang were selected as the survey subjects, and were investigated by the anxiety self-rating scale(SAS), the self-rating depression scale(SDS) and the SCL-90 scale. 288 Uyghur middle school students with positive anxiety and depression factors were randomly divided into 4 groups and were intervened. The test results before and after the intervention and three months after the intervention were compared and analyzed to understand the intervention effect of different groups.[Results]In the control group,there was no statistically significant difference in the results of anxiety and depression among before intervention, after intervention, and three months after intervention(P>0.05). In the Mexilai aerobics exercise group, the scores of SCL-90 depressive factors decreased gradually among before intervention, after intervention, and three months after intervention, but the difference was not statistically significant(F =0.228,P >0.05), while the scores of SDS, SCL-90 anxiety factors and SAS decreased gradually, and the differences were statistically significant(F=5.749, 12.517, 18.856, all P<0.01). In the music imagination therapy group, there was no statistically significant difference in the scores of SCL-90 depressive factors among before intervention, after intervention, and three months after intervention(F=2.418, P>0.05), while the scores of SDS, SCL-90 anxiety factors and SAS before intervention were higher than those after intervention, and three months after intervention, and the differences were statistically significant(F=32.985, 16.116, 58.671, all P<0.01). In the Mexilai aerobics exercise combined with music imagination therapy group, the scores of SCL-90 depressive factors, SDS, SCL-90 anxiety factors and SAS before intervention were higher than those of three months after intervention, and the scores of three months after intervention were higher than those after intervention, and the differences were statistically significant(F=12.522, 93.381, 29.084, 112.687, all P<0.01).On the whole, the intervention effects were as follows: the Mexilai aerobics exercise group combined with music imagination therapy group>the music imagination therapy group>the Mexilai aerobics exercise group>the control group. [Conclusion]The different interventions have different effect on Uyghur middle school students with anxiety and depressive symptoms. Among them, the Mexilai aerobics exercise group combined with music imagination therapy group has the best effect on depression and anxiety intervention, followed by the music imagination therapy group, the Mexilai aerobics exercise group and the control group.
引文
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[19]姚崇,熊正英,兰继军.体育运动处方和团体心理辅导对焦虑大学生干预治疗的试验研究[J].天津体育学院学报,2013,28(2):142-147.
[20]彭纯子,范晓玲,李罗初.社交回避与苦恼量表在学生群体中的信效度研究[J].中国临床心理学杂志,2003,11(4):279-281.
[21]何平,张蒙.高职护生自我效能感与社交焦虑相关性分析[J].全科护理,2011,9(32):2925-2926.
[2]袁毅,黄艳红,曾明.拉丁舞锻炼对干预大学生抑郁症的实验研究[J].体育科技,2011,32(3):75-77.
[3]赵玉霞,章涵.河南某乡农村初中生网络成瘾与心理健康状况的调查[J].中国儿童保健杂志,2016,24(3):299-301.
[4]宋秀丽,杨漠,王晓平.不同体育锻炼项目对大学生心理韧性的影响[J].承德石油高等专科学校学报,2014,16(5):69-70.
[5]黎伟.大学生焦虑水平及其影响因素研究[D].武汉:华中师范大学,2002:14-17.
[6]周雪雪,孙爱雪,程淑英.大学生归因方式与人格特质及父母教养方式的相关研究[J].中国健康心理学杂志,2012,20(3):396-398.
[7]高莎.瑶族长鼓舞的文化内涵及当代传承[J].贵州民族研究,2017,38(7):104-107.
[8]樊富珉.团体心理咨询[M].北京:高等教育出版社,2005:24-27.
[9]张明园.精神病科评量量表手册[M].长沙:湖南科学技术出版社,1998:12-14.
[10]汪向东,王希林,马弘.心理卫生评定量表手册[M].北京:中国心理卫生杂志社,1999:35-37.
[11]戴晓阳.常用心理评估量表手册[M].北京:人民军医出版社,2011:133,153.
[12]孙庆祝,郝文亭,洪峰.体育测量与评价[M].北京:高等教育出版社,2010:219-226.
[13]高天.音乐治疗导论[M].北京:世界图书出版公司,2009:23.
[14]高天.音乐治疗学基础理论[M].北京:世界图书出版公司,2011:156.
[15]SPIRDUSO WW.Physical fitness,aging,and psychomotor speed:A re-view[J].J Gerontol,1980,35(6):850-865.
[16]高虹.不同负荷跑台训练对大鼠大脑海马形态结构及ENOS表达的影响[J].现代预防医学,2013,40(18):3457-3460,3463.
[17]施正雄.啦啦操训练对女大学新生心理健康和社交焦虑的影响[J].武汉体育学院学报,2012,46(8):79-82.
[18]BERNARD B.Turning it around for all youth:From risk to resilience[EB/OL].(2014-06-28)[2018-05-15].http://www.ericdigests.org/ericdigests.html.
[19]姚崇,熊正英,兰继军.体育运动处方和团体心理辅导对焦虑大学生干预治疗的试验研究[J].天津体育学院学报,2013,28(2):142-147.
[20]彭纯子,范晓玲,李罗初.社交回避与苦恼量表在学生群体中的信效度研究[J].中国临床心理学杂志,2003,11(4):279-281.
[21]何平,张蒙.高职护生自我效能感与社交焦虑相关性分析[J].全科护理,2011,9(32):2925-2926.