初中生心理健康状况及其干预实验研究
|
摘要
本研究在太原市第二十一中学进行，整群抽取初一、初二学生共407人作为研究对象，针对基线测查中发现的问题及其影响因素，选取学习成绩不良的学生作为目标人群，对其进行了以社会心理技能和学习技能为主的心理健康教育干预实验研究。
研究方法采用问卷调查及目标人群干预实验。数据处理用FoxBASE建立数据库，用SPSS、SAS软件包进行统计分析。
主要结果如下：
(一)初中生心理健康状况及其家长教养方法方面存在问题较多，学生心理健康教育干预、家长教养方式干预的需求迫切。主要表现为：
1．初中生，尤其是学习成绩不良的学生心理健康状况不容乐观。主要表现为：初中生不良自我心理感受、不良自我意识、问题行为存在人数较多，人际关系状况较差。尤其是学习成绩差的学生，不仅学习成绩不良，而且表现出较多的心理卫生问题，其心理健康状况、人际关系状况更差，问题行为更多。
2．基线测查结果表明，影响初中生心理健康状况的因素主要有：学习成绩、父母教养方式、性别、年级、父母职业等，尤其是学习成绩和父母教养方式的影响。
自我心理感受、人际关系状况、自我意识状态和问题行为之间也存在相互影响，突出表现为自我意识状态和自我心理感受得分之间、问题行为和人际关系得分之间均呈高度相关。
___鱼土生竺些鱼扣壑鱼些曰鱼些鱼竺鱼
3.父母教养方式存在问题较多。父亲不良教养方式阳性发
生率在5%以上的项目有48项，占总项目数的82.76%;母亲
不良教养方式阳性发生率在5%以上的项目有45项，占总项目
数的77.56%。
(二)本次干预实验内容基本适宜，具体内容如下:
1.社会心理技能、学习技能教育干预
心理健康干预实验由八个部分组成，包括:(l)培养自信、
激发责任感，(2)建立良好的人际关系，(3)激发学习动机、
培养学习兴趣，(4)学习的自我管理，(5)学习方法、学习能
力的培养，(6)意志力、创造力的培养，(7)各科的学习技巧，
(8)做自我心理健康的主人。
2.家长教养方式干预
家长干预提纲由中学生心理卫生基础知识、家庭教育的知
识和技能、家庭辅导、建立良好的亲子关系四个部分组成。
(三)本次干预实验方法基本可行，具体方法如下:
1.社会心理技能、学习技能教育干预
采取集体授课和个别辅导相结合的方法，对干预组进行社
会心理技能和学习技能的心理健康教育。教学方法以角色剧扮
演、竞赛、游戏、讨论、辩论、故事、实例分析为主，让学生
充分参与。集体授课每周一次，每次两学时，共8次;个别辅
导依学生需求随时进行。对照组不设相关内容的课程。
2.家长教养方式干预
采用发放家长必读的方法，隔周一次，由学生带回。下次
课前收取家长签字的收条及读后感和建议，以确保家长读到。
儿少身心发育与健康
（四）本次干预实验效果明显，主要表现为：
1．干预组学生的心理健康状况有所改善。干预后干预组
在对家庭和父母的感受、对自己的认识和感受方面的问卷得分
和心理健康问卷总分赶上了中等组或间）优生组；干预前后
自身对比结果表明，于预组学生对自己的认识和感受问卷得
分一心理健康问卷总得分干预前后变化不显著，而两对照组干
预后得分较于预前显著降低。
2．于预组学生的人际关系状况明显好转。干预后干预组
＿上人缘系数达到中等生水平，与干预前相比变化不显著，而中
等组和优生组得分较干预前显著降低；干预组干预后负人缘系
数得分显著低于干预前，优生组和中等组干预前后得分变化不
显著c
3．干预组学生家长教养方法有所改善。干预组父、母情
感温暖、理解因子得分干预后赶上或超过了优生组或中等组水
平；干预组父、母惩罚、严厉因子，和父亲拒绝、否认因于得
分干预后降至优生组或中等组水平。
L 干预组学生学习成绩明显提高。干预组干预后学习成
绩显著提高，而两对照组变化不显著。
This study has been conducted at a secondary school in Taiyuan city, Shanxi province, China. The subject include of 407 students in grade 7 and grade 8, aged 8-12, who were sampled by stratified cluster sampling. The research aimed to set up a way to help student improve the level of their mental health by social psychology skill and study skill education.
The study consists mainly of questionnaires and intervention experiments. Data analyses were performed through FoxBASE data stock, SPSS and SAS software.
The major results are as follows:
1.There are a few problems in mental health of students in middle school as well as bringing-up style of their parents. The requirements of mental health education for students and bringing-up style consultation for their parents are urgent. Which are as follows:
(1) Actualities of mental health of middle school students, especially those who mark low scores in their study, are unsatisfied. Mental health score, attitudes toward themselves, and attitudes toward their life are poor. Unsatisfied self-feeling, undesirable self-attitude, and problem behavior exist prevalently. Actualities of their interpersonal are undesirable. Problems in students who mark low scores in their study are more serious.
(2) The results of baseline survey indicate that the influence factors of middle school students' mental health are
as follows:
Parents' bringing-up style, scores in their study, sex, grade, and parents' profession, these factors all can influence students' mental health, especially parents' bringing-up style and scores in their study.
(3) Actualities of parents' bringing-up style is unsatisfied. Undesirable bringing-up style happens prevalently. There are 48 items of which accident rate more than 5 percent out of 58 in father bringing-up style questionnaire, 45 items of which accident rate more than 5 percent out of 58 in mother bringing-up style questionnaire.
2.The results indicate that the contents of the intervention experiments are suitable. The contents are as follows:
(1) Students' social psychology skill and study skill education. This program includes 8 parts: being self-confident and responsible, establish favorable interpersonal, proper study motive and be interested in what being studied, supervise your study by yourself, capability and proper method in study, be persevering and creative, skill in different course's study and be healthy in emotion.
(2) Parents' bringing-up style consultation. There are 4 parts in this program: basic knowledge of adolescence mental health, arts in family education, study consultation in family and establish favorable relationship between children and parents.
3. The results demonstrate that the intervention methods of the study are appropriate, which are as follows:
(1) Students Social psychological skill and study skill education. Researcher gave lessons to student intervention group and let the control group be. The main teach methods are role-play, competence, playing game, discussion, debating, and telling story and example analysis. Give students opportunities as much as possible to involve in activities in class. The lessons were given once a week (90 minutes per course), took 8 weeks and totally 8 courses. Individual consultation was performed whenever students required for.
(2) Parents' bringing-up style consultation. Booklets named "parents handbook" was used to give parents' bringing-up style consultation.
4. The results of the intervention illustrate that the effectiveness of the program is significant. The main results are as follows:
(1) The mental health level of students in intervention group was improved contrasts to control group.
After intervention, the mean score of the attitude to family and parents, the mean score of the attitude toward themselves, and the total mean score of the mental health questionnaire of tested group catch up with that of the two control groups. Furthermore, the scores of the two control groups decreased signific
研究方法采用问卷调查及目标人群干预实验。数据处理用FoxBASE建立数据库，用SPSS、SAS软件包进行统计分析。
主要结果如下：
(一)初中生心理健康状况及其家长教养方法方面存在问题较多，学生心理健康教育干预、家长教养方式干预的需求迫切。主要表现为：
1．初中生，尤其是学习成绩不良的学生心理健康状况不容乐观。主要表现为：初中生不良自我心理感受、不良自我意识、问题行为存在人数较多，人际关系状况较差。尤其是学习成绩差的学生，不仅学习成绩不良，而且表现出较多的心理卫生问题，其心理健康状况、人际关系状况更差，问题行为更多。
2．基线测查结果表明，影响初中生心理健康状况的因素主要有：学习成绩、父母教养方式、性别、年级、父母职业等，尤其是学习成绩和父母教养方式的影响。
自我心理感受、人际关系状况、自我意识状态和问题行为之间也存在相互影响，突出表现为自我意识状态和自我心理感受得分之间、问题行为和人际关系得分之间均呈高度相关。
___鱼土生竺些鱼扣壑鱼些曰鱼些鱼竺鱼
3.父母教养方式存在问题较多。父亲不良教养方式阳性发
生率在5%以上的项目有48项，占总项目数的82.76%;母亲
不良教养方式阳性发生率在5%以上的项目有45项，占总项目
数的77.56%。
(二)本次干预实验内容基本适宜，具体内容如下:
1.社会心理技能、学习技能教育干预
心理健康干预实验由八个部分组成，包括:(l)培养自信、
激发责任感，(2)建立良好的人际关系，(3)激发学习动机、
培养学习兴趣，(4)学习的自我管理，(5)学习方法、学习能
力的培养，(6)意志力、创造力的培养，(7)各科的学习技巧，
(8)做自我心理健康的主人。
2.家长教养方式干预
家长干预提纲由中学生心理卫生基础知识、家庭教育的知
识和技能、家庭辅导、建立良好的亲子关系四个部分组成。
(三)本次干预实验方法基本可行，具体方法如下:
1.社会心理技能、学习技能教育干预
采取集体授课和个别辅导相结合的方法，对干预组进行社
会心理技能和学习技能的心理健康教育。教学方法以角色剧扮
演、竞赛、游戏、讨论、辩论、故事、实例分析为主，让学生
充分参与。集体授课每周一次，每次两学时，共8次;个别辅
导依学生需求随时进行。对照组不设相关内容的课程。
2.家长教养方式干预
采用发放家长必读的方法，隔周一次，由学生带回。下次
课前收取家长签字的收条及读后感和建议，以确保家长读到。
儿少身心发育与健康
（四）本次干预实验效果明显，主要表现为：
1．干预组学生的心理健康状况有所改善。干预后干预组
在对家庭和父母的感受、对自己的认识和感受方面的问卷得分
和心理健康问卷总分赶上了中等组或间）优生组；干预前后
自身对比结果表明，于预组学生对自己的认识和感受问卷得
分一心理健康问卷总得分干预前后变化不显著，而两对照组干
预后得分较于预前显著降低。
2．于预组学生的人际关系状况明显好转。干预后干预组
＿上人缘系数达到中等生水平，与干预前相比变化不显著，而中
等组和优生组得分较干预前显著降低；干预组干预后负人缘系
数得分显著低于干预前，优生组和中等组干预前后得分变化不
显著c
3．干预组学生家长教养方法有所改善。干预组父、母情
感温暖、理解因子得分干预后赶上或超过了优生组或中等组水
平；干预组父、母惩罚、严厉因子，和父亲拒绝、否认因于得
分干预后降至优生组或中等组水平。
L 干预组学生学习成绩明显提高。干预组干预后学习成
绩显著提高，而两对照组变化不显著。
This study has been conducted at a secondary school in Taiyuan city, Shanxi province, China. The subject include of 407 students in grade 7 and grade 8, aged 8-12, who were sampled by stratified cluster sampling. The research aimed to set up a way to help student improve the level of their mental health by social psychology skill and study skill education.
The study consists mainly of questionnaires and intervention experiments. Data analyses were performed through FoxBASE data stock, SPSS and SAS software.
The major results are as follows:
1.There are a few problems in mental health of students in middle school as well as bringing-up style of their parents. The requirements of mental health education for students and bringing-up style consultation for their parents are urgent. Which are as follows:
(1) Actualities of mental health of middle school students, especially those who mark low scores in their study, are unsatisfied. Mental health score, attitudes toward themselves, and attitudes toward their life are poor. Unsatisfied self-feeling, undesirable self-attitude, and problem behavior exist prevalently. Actualities of their interpersonal are undesirable. Problems in students who mark low scores in their study are more serious.
(2) The results of baseline survey indicate that the influence factors of middle school students' mental health are
as follows:
Parents' bringing-up style, scores in their study, sex, grade, and parents' profession, these factors all can influence students' mental health, especially parents' bringing-up style and scores in their study.
(3) Actualities of parents' bringing-up style is unsatisfied. Undesirable bringing-up style happens prevalently. There are 48 items of which accident rate more than 5 percent out of 58 in father bringing-up style questionnaire, 45 items of which accident rate more than 5 percent out of 58 in mother bringing-up style questionnaire.
2.The results indicate that the contents of the intervention experiments are suitable. The contents are as follows:
(1) Students' social psychology skill and study skill education. This program includes 8 parts: being self-confident and responsible, establish favorable interpersonal, proper study motive and be interested in what being studied, supervise your study by yourself, capability and proper method in study, be persevering and creative, skill in different course's study and be healthy in emotion.
(2) Parents' bringing-up style consultation. There are 4 parts in this program: basic knowledge of adolescence mental health, arts in family education, study consultation in family and establish favorable relationship between children and parents.
3. The results demonstrate that the intervention methods of the study are appropriate, which are as follows:
(1) Students Social psychological skill and study skill education. Researcher gave lessons to student intervention group and let the control group be. The main teach methods are role-play, competence, playing game, discussion, debating, and telling story and example analysis. Give students opportunities as much as possible to involve in activities in class. The lessons were given once a week (90 minutes per course), took 8 weeks and totally 8 courses. Individual consultation was performed whenever students required for.
(2) Parents' bringing-up style consultation. Booklets named "parents handbook" was used to give parents' bringing-up style consultation.
4. The results of the intervention illustrate that the effectiveness of the program is significant. The main results are as follows:
(1) The mental health level of students in intervention group was improved contrasts to control group.
After intervention, the mean score of the attitude to family and parents, the mean score of the attitude toward themselves, and the total mean score of the mental health questionnaire of tested group catch up with that of the two control groups. Furthermore, the scores of the two control groups decreased signific
引文
[1] 静进．叶广俊主编，儿童少年卫生学，第四版；人民卫生出版社，2000年，106～107．
[2] 周燕．析心理健康标准研究中存在的问题——兼评中西方心理健康观．教育研究与实验，1996，4．
[3] 翟宏，等．心理健康的评价指标与心理健康标准．赣南师范学院学报，1999：4，31-35．
[4] 刘艳．关于心理健康的概念辨析．教育研究与实验，1996，3．
[5] 贺淑曼，主编．心理健康与人才发展；北京工业大学出版社，1997年，12．
[6] NHS Health Advisory Service. Together We Stand. Child and Adolescent Mental Health Service. 1995.
[7] Brandenburg, N. A., Friedman, R. M., & Sliver, S. E. (1987). The epidemiology of childhood psychiatric disorders: Prevalence findings from recent studies. Journal of the American Academy of Child and Adolescent Psychiatry, 29, 76-83.
[8] Costello, E. J., Edelbrook, C. S., Costello, A. J., et al. (1988). Psychiatric disorders in pediatric primary care: The new hidden morbidity. Pediatrics, 82, 415-424.
[9] Kauffman, J. M. (1997). Characteristics of behavior disorders of children and youth (6th ed.). Columbus, OH: Merril.
[10] Costello, E. J. (1989) Developments in child psychiatric epidemiology. Journal of the American Academy of Child and Adolescent Psychiatry, 28, 836-841.
[11] Institute of Medicine. (1989). Research on children and adolescents with mental, behavioral, and developmental disorders. Washington, DC: National Academy Press.
[12] Zill, N., & Schoenborn, C. A. (1990). Developmental, learning, and emotional problems: Health of our nation's children, United States, 1988. Advance data: National Center for Health Statistics, Number 190(November).
[13] Alan, E. Kazdin, & Benjamin J. Advances in Psychotherapy forChildren and Adolescents: Interrelations of Adjustment, Development, andIntervention. Journal of School Psychology, 1994. 32(3), 217-246.
[14] Bricklin P, Carlson C, DeMers S, Paavola J, Talley R & Yharinger D. School as health service delivery sites: Historical, current, and future roles for psychology. Washington, DC: American Psychological Association Committee for the Advancement of Professional Practice. 1995.
[15] Indoe D. School psychology and mental health intervention in the United Kingdom: educating education in mental health. The School Psychology Review. 1998; 27(1): 97-105.
[16] Communication Center for Mental Health. Suicide: The Sri Lanka syndrome. CCHM Journal of Mental Health. 1995; 2(4): 4-5.
[17] 查明华．中学教师处理学生心理健康问题的策略．北京师范大学硕士学位论文，2000．
[18] 俞国良．我国中小学心理健康教育的现状与发展．教育科学研究，2001，7，62-65．
[19] 申继亮，彭华茂．当前学校心理健康教育的困境与出路．心理学，2002，(5)：60-66
[20] Robert, W. Burke, and Barbara, K. m., Our Crisis in Children's health: Frameworks for Understanding and Action. Childhood Education. 2002, Annual Theme, 258-260.
[21] Goldenson, R. M. (Ed), Longman Dictionary of Psychology and Psychiatry. New York & London: Longman Inc., 1984, 656.
[22] Corsini, R. J. (Ed), Encyclopedia of Psychology, volume 3. New York, Chichesler, Brisbane, Toronto & Singapore: John Wiley & Sons, Inc., 1984, 274-275.
[23] 辞海(教育学，心理学分册)．上海辞书出版社．第二版，1987，171．
[24] 陈永胜．美国的学校心理学．心理学报，1989，4，404-411．
[25] 李建平，等．认清功能，明确目的——对中小学生心理健康教育的调查与思考．中小学教育，1999，7，72-73．
[26] Ivey AE, & Alschuler AS. Psychological education is....Personal and Guidance Journal; 1973 51: 588-589.
[27] Klingman A. Psychological education: Curriculum intervention of school counselors within a primary prevention model. Journal of Humanistic Education and Development; 1983; 21: 172-182.
[28] Klingman A. Health-related school guidance: Practical application in primary prevention. Personal and Guidance Journal; 1984; 62: 576-580.
[29] Klingman A. A five-level model of intervention: School psychology and guidance counseling in Israel. Professional Psychology: Research and Practice; 1986; 17, 69-74.
[30] Sprinthall NA. Psychology and teacher education: New directions for
school and counseling psychology. Counseling Psychologist. 1997; 6: 53-56.
[31] Stunley B. Baker. School Counseling for the Twenty-first Century (2nd edi) [M]. Prentice-Hall, Inc. 1996: 369-371.
[32] Tashman, N. A., Waxman, R. P., Nabors, L. A., & Weist, M. D. (1998). The Prepare approach to training children in school mental health programs. Journal of school health, 68, 162-172.
[33] World Health Organization. Skill for Life Newsletter. (1993 February). No.2. Geneva, Switzerland: Author.
[34] World Health Organization. Skill for Life Newsletter. (1997 April). No.7. Geneva, Switzerland: Author.
[35] 陈永明．为我国心理科学走向二十一世纪做出新的贡献．心理学，2002，6，2-7．
[36] Cowen, E. L., Hightower, A. D., Pedro-Carroll, j.l., Work, W. C., Wyman, P. A., & Haffey, W. G. (1996). School-based prevention for children at risk: The Primary Mental Health Project. Washington, DC: American Psychological Association.
[37] Shure, M. B., & Spivack, G. (1982). Interpersonal problem-solving in young children: A cognitive approach to prevention. American Journal of Community Psychology, 10, 341-356.
[38] Dryfoos, J. G. (1994). Full-Service schools. San Francisco, CA: J ossey-Bass.
[39] Knoff, H. M., & Batsche, G. M. (1995). Project Achieve: Analyzing school reform process for at-risk and underachieving students. School Psychology Review, 24, 579-603.
[40] Bonnie KN, Et al Participatory model of mental health programming: lessons learned from work in a developing country. The School Psychology Review. 27(2): 260-276.
[41] Botvin G. J., Eng A. The efficacy of a multicomponent approach to the prevention of cigarette smoking. Preventive Medicine. 1982; 11: 199-211.
[42] Perry C. Results of prevention programs with adolescents. Drug and Alcohol Dependance. 1987; 20: 13-19.
[43] Langlois MA, Petosa R, & Hallam JS. Why do effective smoking prevention programs work? Student changes in social cognitive theory constructs. Journal of School Health. 1999; 69(8)326-331.
[44] Varitainen E., Puska P, Tossavainen K., Et al. Prevention of non-communicable disease: risk factors in youth: the North Karelia youth project. Health Promotion. 1986; 1(3)269-283.
[45] LoSciuto L., Ausetts M. A. Evaluation of a drug abuse prevention
program: a field experiment. Addictive Behaviors. 1988; vol 13: 337-351.
[46] McLean D. A. A model for HIV risk reduction and prevention among African-American college students. Journal of American College Health. 1994; 42(5): 220-225.
[47] LaFromboise TD. And Howard-Pitney B. The Zuni life skills development curriculum: a collaborative approach to curriculum development. American Indian Alaska Native Mental Health Research Monograph Series. 1994; series 4: 98-121.
[48] Ennett ST, Tobler NS, Ringwalt CL, & Flewelling RL. How effective is drug abuse resistance education? A meta-analysis of project DARE outcome evaluation. American Journal of Public Health. 1994; 84(9): 1394-1400.
[49] Clayton RR, Cattarello AM, & Johnstone BM. The Effectiveness of Drug Abuse Resistance Education(Project DARE): 5-year follow-up results.
[50] Battjes RJ. Prevention of adolescents drug abuse. International Journal of Addictions. 1985; 20: 1113-1114.
[51] Kreutter KL, Gewirtz H, Davenny JE, & Love C. Drug and alcohol prevention project for sixth graders: first-year findings.
[52] Thompson EA, Horn M, Herting JR, & Eggert EL. Enhancing outcomes in an indicated drug prevention program for high-risk youth. Journal of Drug Education: 1997; 27(1): 19-41.
[53] Caplan M, Weissberg RP, Grober JS & Jacoby C. Social competence promotion with inner city and suburban adolescents: effects on social adjustment and alcohol use. Journal of Consulting and Clinical Psychology. 1992; 60(1): 56-63.
[54] 周凯，叶广俊．生活技能教育对提高学生心理健康的干预研究．中国心理卫生杂志．2002；16(5)：323-326．
[55] U. S. Department of Health and Human Service. Mental health: A report of the Surgeon General-Executive summary. Rockville MD: U. S. Department of Health and Human Service, Substance Abuse and Mental Health Service Administration, Center for Mental Health Service, National Institutes of Health. National Institutes of Mental Health. 1999.
[56] U. S. Department of Health and Human Service. Report of the Surgeon General's Conference on Children's Mental Health: A national action agenda. Washington, DC: U. S. Government Printing Office. 2000.
[57] Burns B J, Costello EJ, Angold A, Tweed D, Stangle D, Farmer ENZ, & Erkanli A. Datd watch: Children's mental health service sectors. Health Affairs. 1995; 13(3): 147-159.
[58] Leaf P J, Alegria M, Cohen P, Coodman SH, Horowitz SM, Houen CW,
Narrow WE, Vaden-Kiernan, M, & Regeier DA. Mental health service use in the community and schools: Eesults from the 4 community MECA study. Journal of American Academy of Child and Adolescent Psychiatry. 1996; 35(7),: 889-897.
[59] Pfeiffer SI, & Reddy LA. School-based mental health programs in the United States: present status and a blueprint for the future. The School Psychology Review. 1998; 27(1): 84-96.
[60] Knitzer J. Children's mental health policy: Challenging the future. Journal of Emotional and Behavioral Disorders. 1993; 1: 8-16.
[61] Kurtz Z, Thornes R, & Worlkind S. Service for the Mental Health of Children and Young People. Assessment of Needs and Unmet Needs. Report to the Department of Health. South West Thames RHA. 1994.
[62] 郑莉君．中国心理健康教育的回顾与展望．心理学(京)2001；1：75-85．
[63] 叶广俊，主编．现代儿童少年卫生学．人民卫生出版社。1998：415．
[64] Zhou ZH, Bray MA, Kehle TK, & Xin T. The status of school psychology in china at the Millennium. School Psychology International. 2001; 22(1): 22-28.
[65] 杨宏飞．我国中小学心理健康研究的回顾．中国心理卫生杂志．2001；15(4)：289-290．
[2] 周燕．析心理健康标准研究中存在的问题——兼评中西方心理健康观．教育研究与实验，1996，4．
[3] 翟宏，等．心理健康的评价指标与心理健康标准．赣南师范学院学报，1999：4，31-35．
[4] 刘艳．关于心理健康的概念辨析．教育研究与实验，1996，3．
[5] 贺淑曼，主编．心理健康与人才发展；北京工业大学出版社，1997年，12．
[6] NHS Health Advisory Service. Together We Stand. Child and Adolescent Mental Health Service. 1995.
[7] Brandenburg, N. A., Friedman, R. M., & Sliver, S. E. (1987). The epidemiology of childhood psychiatric disorders: Prevalence findings from recent studies. Journal of the American Academy of Child and Adolescent Psychiatry, 29, 76-83.
[8] Costello, E. J., Edelbrook, C. S., Costello, A. J., et al. (1988). Psychiatric disorders in pediatric primary care: The new hidden morbidity. Pediatrics, 82, 415-424.
[9] Kauffman, J. M. (1997). Characteristics of behavior disorders of children and youth (6th ed.). Columbus, OH: Merril.
[10] Costello, E. J. (1989) Developments in child psychiatric epidemiology. Journal of the American Academy of Child and Adolescent Psychiatry, 28, 836-841.
[11] Institute of Medicine. (1989). Research on children and adolescents with mental, behavioral, and developmental disorders. Washington, DC: National Academy Press.
[12] Zill, N., & Schoenborn, C. A. (1990). Developmental, learning, and emotional problems: Health of our nation's children, United States, 1988. Advance data: National Center for Health Statistics, Number 190(November).
[13] Alan, E. Kazdin, & Benjamin J. Advances in Psychotherapy forChildren and Adolescents: Interrelations of Adjustment, Development, andIntervention. Journal of School Psychology, 1994. 32(3), 217-246.
[14] Bricklin P, Carlson C, DeMers S, Paavola J, Talley R & Yharinger D. School as health service delivery sites: Historical, current, and future roles for psychology. Washington, DC: American Psychological Association Committee for the Advancement of Professional Practice. 1995.
[15] Indoe D. School psychology and mental health intervention in the United Kingdom: educating education in mental health. The School Psychology Review. 1998; 27(1): 97-105.
[16] Communication Center for Mental Health. Suicide: The Sri Lanka syndrome. CCHM Journal of Mental Health. 1995; 2(4): 4-5.
[17] 查明华．中学教师处理学生心理健康问题的策略．北京师范大学硕士学位论文，2000．
[18] 俞国良．我国中小学心理健康教育的现状与发展．教育科学研究，2001，7，62-65．
[19] 申继亮，彭华茂．当前学校心理健康教育的困境与出路．心理学，2002，(5)：60-66
[20] Robert, W. Burke, and Barbara, K. m., Our Crisis in Children's health: Frameworks for Understanding and Action. Childhood Education. 2002, Annual Theme, 258-260.
[21] Goldenson, R. M. (Ed), Longman Dictionary of Psychology and Psychiatry. New York & London: Longman Inc., 1984, 656.
[22] Corsini, R. J. (Ed), Encyclopedia of Psychology, volume 3. New York, Chichesler, Brisbane, Toronto & Singapore: John Wiley & Sons, Inc., 1984, 274-275.
[23] 辞海(教育学，心理学分册)．上海辞书出版社．第二版，1987，171．
[24] 陈永胜．美国的学校心理学．心理学报，1989，4，404-411．
[25] 李建平，等．认清功能，明确目的——对中小学生心理健康教育的调查与思考．中小学教育，1999，7，72-73．
[26] Ivey AE, & Alschuler AS. Psychological education is....Personal and Guidance Journal; 1973 51: 588-589.
[27] Klingman A. Psychological education: Curriculum intervention of school counselors within a primary prevention model. Journal of Humanistic Education and Development; 1983; 21: 172-182.
[28] Klingman A. Health-related school guidance: Practical application in primary prevention. Personal and Guidance Journal; 1984; 62: 576-580.
[29] Klingman A. A five-level model of intervention: School psychology and guidance counseling in Israel. Professional Psychology: Research and Practice; 1986; 17, 69-74.
[30] Sprinthall NA. Psychology and teacher education: New directions for
school and counseling psychology. Counseling Psychologist. 1997; 6: 53-56.
[31] Stunley B. Baker. School Counseling for the Twenty-first Century (2nd edi) [M]. Prentice-Hall, Inc. 1996: 369-371.
[32] Tashman, N. A., Waxman, R. P., Nabors, L. A., & Weist, M. D. (1998). The Prepare approach to training children in school mental health programs. Journal of school health, 68, 162-172.
[33] World Health Organization. Skill for Life Newsletter. (1993 February). No.2. Geneva, Switzerland: Author.
[34] World Health Organization. Skill for Life Newsletter. (1997 April). No.7. Geneva, Switzerland: Author.
[35] 陈永明．为我国心理科学走向二十一世纪做出新的贡献．心理学，2002，6，2-7．
[36] Cowen, E. L., Hightower, A. D., Pedro-Carroll, j.l., Work, W. C., Wyman, P. A., & Haffey, W. G. (1996). School-based prevention for children at risk: The Primary Mental Health Project. Washington, DC: American Psychological Association.
[37] Shure, M. B., & Spivack, G. (1982). Interpersonal problem-solving in young children: A cognitive approach to prevention. American Journal of Community Psychology, 10, 341-356.
[38] Dryfoos, J. G. (1994). Full-Service schools. San Francisco, CA: J ossey-Bass.
[39] Knoff, H. M., & Batsche, G. M. (1995). Project Achieve: Analyzing school reform process for at-risk and underachieving students. School Psychology Review, 24, 579-603.
[40] Bonnie KN, Et al Participatory model of mental health programming: lessons learned from work in a developing country. The School Psychology Review. 27(2): 260-276.
[41] Botvin G. J., Eng A. The efficacy of a multicomponent approach to the prevention of cigarette smoking. Preventive Medicine. 1982; 11: 199-211.
[42] Perry C. Results of prevention programs with adolescents. Drug and Alcohol Dependance. 1987; 20: 13-19.
[43] Langlois MA, Petosa R, & Hallam JS. Why do effective smoking prevention programs work? Student changes in social cognitive theory constructs. Journal of School Health. 1999; 69(8)326-331.
[44] Varitainen E., Puska P, Tossavainen K., Et al. Prevention of non-communicable disease: risk factors in youth: the North Karelia youth project. Health Promotion. 1986; 1(3)269-283.
[45] LoSciuto L., Ausetts M. A. Evaluation of a drug abuse prevention
program: a field experiment. Addictive Behaviors. 1988; vol 13: 337-351.
[46] McLean D. A. A model for HIV risk reduction and prevention among African-American college students. Journal of American College Health. 1994; 42(5): 220-225.
[47] LaFromboise TD. And Howard-Pitney B. The Zuni life skills development curriculum: a collaborative approach to curriculum development. American Indian Alaska Native Mental Health Research Monograph Series. 1994; series 4: 98-121.
[48] Ennett ST, Tobler NS, Ringwalt CL, & Flewelling RL. How effective is drug abuse resistance education? A meta-analysis of project DARE outcome evaluation. American Journal of Public Health. 1994; 84(9): 1394-1400.
[49] Clayton RR, Cattarello AM, & Johnstone BM. The Effectiveness of Drug Abuse Resistance Education(Project DARE): 5-year follow-up results.
[50] Battjes RJ. Prevention of adolescents drug abuse. International Journal of Addictions. 1985; 20: 1113-1114.
[51] Kreutter KL, Gewirtz H, Davenny JE, & Love C. Drug and alcohol prevention project for sixth graders: first-year findings.
[52] Thompson EA, Horn M, Herting JR, & Eggert EL. Enhancing outcomes in an indicated drug prevention program for high-risk youth. Journal of Drug Education: 1997; 27(1): 19-41.
[53] Caplan M, Weissberg RP, Grober JS & Jacoby C. Social competence promotion with inner city and suburban adolescents: effects on social adjustment and alcohol use. Journal of Consulting and Clinical Psychology. 1992; 60(1): 56-63.
[54] 周凯，叶广俊．生活技能教育对提高学生心理健康的干预研究．中国心理卫生杂志．2002；16(5)：323-326．
[55] U. S. Department of Health and Human Service. Mental health: A report of the Surgeon General-Executive summary. Rockville MD: U. S. Department of Health and Human Service, Substance Abuse and Mental Health Service Administration, Center for Mental Health Service, National Institutes of Health. National Institutes of Mental Health. 1999.
[56] U. S. Department of Health and Human Service. Report of the Surgeon General's Conference on Children's Mental Health: A national action agenda. Washington, DC: U. S. Government Printing Office. 2000.
[57] Burns B J, Costello EJ, Angold A, Tweed D, Stangle D, Farmer ENZ, & Erkanli A. Datd watch: Children's mental health service sectors. Health Affairs. 1995; 13(3): 147-159.
[58] Leaf P J, Alegria M, Cohen P, Coodman SH, Horowitz SM, Houen CW,
Narrow WE, Vaden-Kiernan, M, & Regeier DA. Mental health service use in the community and schools: Eesults from the 4 community MECA study. Journal of American Academy of Child and Adolescent Psychiatry. 1996; 35(7),: 889-897.
[59] Pfeiffer SI, & Reddy LA. School-based mental health programs in the United States: present status and a blueprint for the future. The School Psychology Review. 1998; 27(1): 84-96.
[60] Knitzer J. Children's mental health policy: Challenging the future. Journal of Emotional and Behavioral Disorders. 1993; 1: 8-16.
[61] Kurtz Z, Thornes R, & Worlkind S. Service for the Mental Health of Children and Young People. Assessment of Needs and Unmet Needs. Report to the Department of Health. South West Thames RHA. 1994.
[62] 郑莉君．中国心理健康教育的回顾与展望．心理学(京)2001；1：75-85．
[63] 叶广俊，主编．现代儿童少年卫生学．人民卫生出版社。1998：415．
[64] Zhou ZH, Bray MA, Kehle TK, & Xin T. The status of school psychology in china at the Millennium. School Psychology International. 2001; 22(1): 22-28.
[65] 杨宏飞．我国中小学心理健康研究的回顾．中国心理卫生杂志．2001；15(4)：289-290．