长治市卫生学校在校学生心理健康状况及与社会支持的相关关系的研究
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摘要
目的全面了解长治市卫校在校生的心理健康水平及影响因素,探讨长治市卫校学生心理健康状况与社会支持的相关关系,为长治市卫校学生心理健康咨询及治疗提供依据。
方法1、采用症状自评量表(SCL-90)、中学生心理健康诊断测验(MHT)、社会支持评定量表(SSRS)以及自制表,按照分层整群抽样的方法对长治市卫校的600名在校生进行问卷调查。将结果与国内相关研究进行对比,并按不同性别、年级、专业、生源、起点、消费、是否独生、是否双亲、是否恋爱进行分组比较。2、就长治市卫校在校生关注的几个问题进行分类统计分析。3、社会支持各维度与心理健康各因子之间进行相关分析研究。
结果1、长治市卫校在校生心理健康SCL-90调查结果显示,心理问题检出率为11.88%；MHT总分≥65占4.13%,至少一项大于≥8占66.95%。2、SCL-90各因子得分高于全国常模,统计检验,差异有显著性(P<0.01)。2、不同年级组、专业、生源、起点、消费、是否独生、是否双亲、是否恋爱的比较结果。男女组：SCL-90调查结果：女生在抑郁因子、人际敏感、敌对、恐怖、偏执因子高于男生,MHT调查结果：女生在对人焦虑、恐怖倾向因子高于男生,男生在冲动倾向因子高于女生；是否独生组SCL-90调查结果：独生学生组在抑郁、焦虑因子上高于非独生组,MHT调查结果：独生子女在孤独倾向因子高于非独生子女；单双亲组SCL-90调查结果：单亲组在人际敏感因子、焦虑因子高于双亲组,MHT调查结果：单亲组在对人焦虑、恐怖倾向、冲动倾向因子高于双亲组：农村与非农村生源组SCL-90调查结果：农村生源组在人际敏感因子、强迫、抑郁、焦虑、偏执因子高于非农村组,MHT调查结果：农村生源学生在冲动倾向、恐怖倾向、对人焦虑因子高于非农村生源学生；起点不同组SCL-90调查结果：初中起点组在焦虑、恐怖、偏执、敌对、精神病性因子高于高中起点班,MHT调查结果：初中起点组在冲动倾向、过敏倾向因子高于高中起点组；是否恋爱组SCL-90调查结果：恋爱组在人际敏感、精神病性因子高于否恋爱组,MHT调查结果：恋爱组在学习焦虑、对人焦虑、身体症状、自责倾向因子高于否恋爱组；不同年级组SCL-90调查结果：一年级在人际敏感因子高于二、三年级组,二年级在抑郁、焦虑因子低于一、三年级组,三年级在精神病性因子高于一、二年级组,MHT调查结果：一年级和三年级在学习焦虑、对人焦虑因子高于二年级组,三年级在自责倾向、身体症状因子高于一、二年级组；不同消费组SCL-90调查结果：300元以下消费组在抑郁、敌对因子高于500-800元、800元以上组,300元以下消费组在焦虑因子高于其它组,MHT调查结果：300元以下组在学习焦虑、对人焦虑因子高于其它组；不同专业组SCL-90调查结果：护理专业组和社医专业组在人际敏感、抑郁因子高于口腔专业组和其它专业组,口腔专业组在焦虑因子低于其它各组,MHT调查结果：护理专业和社医专业在学习焦虑因子高于其它专业组,口腔专业在对人焦虑因子低于其它专业组。其余各项无差别。3、社会支持各维度及支持总分对心理健康的各因子作用非常显著,呈负相关。社会支持总分、主观支持、支持利用度与MHT各个因子存在显著负相关,客观支持与过敏倾向无显著相关关系,与其它各因子存在显著负相关。4、卫校学生自制表调查结果：上学动机共计652个,占前三位的是听父母规劝占41.2%、喜欢护士职业占27.3%、想掌握一门技术占16.2%,共占84.6%；想咨询的前两个主要问题是：人际关系问题有319个,占36%；性问题有284个,占32%。；最大的困扰中前三个为：人际关系占34.6%,前途问题的困扰占22.4%,情感问题占21.3%；对社会就业的想法：调查581份中有482份答卷中答难或太难,感觉前途茫然占83.0%。
结论1、长治市卫校学生心理问题发生率为11.88%,SCL-90各因子分高于全国常模。2、不同年级、专业、生源、起点、消费、是否独生、是否双亲、是否恋爱等组的心理健康状况存在差异,需要针对不同的人群进行相应的针对性心理健康教育。3、学生的心理健康问题需要更多关注,尤其是在人际关系、性心理、情感问题、前途教育方面。4、社会支持同心理健康状况的关系非常密切,呈显著负相关,提示社会、学校、家庭要加强对中等职业学校学生的关心和爱护,提高学生自我教育。
Objective:comprehend students of changzhi medical school in the mental health status and influencing factors. To discover correlativity between mental health status of students and social support for provided evidents in the mental health status consultation and therapy.
Methods:1. Using the symptom checklist (SCL-90), Mental Health Test (MHT), Social Support Rating Scale (SSRS) and self-made table. According to cluster stratified sampling method,take a questionnaire to survey 600 sutdents of Changzhi Medical School. According to gender, grade, professional, students, the starting point, consumption, only child, whether parents, love, etc. divide into groups,and compard results with domestic research.2. To classify several issues of the medical school in the Changzhi city for statistical analysis.3. To analysis correlation between the varies dimensions of social support and mental elements.
Results:1.The survey of SCL-90 scale in changzhi city students,11.88% detection rate of psychological problems; MHT score≥65 accounted for 4.13%, at least one more than accounted for 66.95%≥8 2. SCL-90 factors and the national norms are different..3. The comparion results in Groups of different grades, professional, students, the starting point, consumption, only child, whether parents, love or not. Men and women's group:SCL-90 results:Girls in the depression factor, interpersonal sensitivity, hostility, phobia, paranoid ideation than boys. MHT survey results:Girls on human anxiety and fear tend to factor higher than boys, boys tend to factor in the impulsive than girls; only child or not group of SCL-90 results: singleton of student group in depression and anxiety higher than non-singleton one, MHT findings:one child only group tend to lonely factor higher than non-singleton one;single parents group SCL-90 results:single-parent group in interpersonal sensitivity, and anxiety factor higher than the parents group, MHT results:single group of human anxiety, terror tendencies, impulses tend to factor higher than the parent group;rural and non rural biogenic group SCL-90 results:Countryside Student group factor in interpersonal sensitivity, obsession, depression, anxiety, paranoia factor higher than the rural group, MHT results:Students from Rural Areas in the impulsive tendency of terrorist tendencies, anxiety factor higher than non-human Students from Rural Areas; Different startpoint groups of SCL-90 results:junior high school group from anxiety, terror, paranoia, hostility, mental factor higher than school start classes, MHT results: junior high school group in the impulsive tendencies, allergies tend to factor higher than high starting point group; Love or not group of SCL-90 results:Group interpersonal sensitivity in love, love, mental factor higher than non-love one, MHT survey results:Love group at school anxiety, on human anxiety, physical symptoms, self-blame higher than any love group; different grade groups SCL-90 results:first grade sensitivity factor higher than the second and third grade students, the second grade in depression and anxiety higher than a third grade group, the third year in the mental factor higher than first and second grade group, MHT findings:first grade and third grade, learning anxiety, and anxiety factors were higher than the second grade group, first-year tend to factor in the lonely higher than the second and third grade students and third year in self-blame tendencies, physical symptoms factor higher than the first and second grade group; different consumer groups SCL-90 results:300 yuan consumer group in depression, hostility factor higher than 500-800 groups,300 yuan groups in the anxiety factor higher than the other consumer groups;MHT results:300 yuan group learning anxiety, and anxiety factors were higher than other groups; different professional groups SCL-90 survey Results:The Care and Social Medicine Group interpersonal sensitivity, depression factor higher than the oral and other professional groups, stomatology group in the anxiety factor higher than the other groups, MHT results:nursing and social Medical professional groups in anxiety factor higher than other professional group, stomatology group in human anxiety factor higher than other professional groups, nursing and social Medical Group in interpersonal sensitivity, depression factor higher than the stomatology and other professional groups, stomatology group in anxiety factor higher than other groups 4. Various dimensions of social support on mental health scores and the role of each factor was significant, negative correlation. Which is most closely related to subjective support, followed by the utilization of support and objective support. Social support, subjective support, support for utilization of various factors with MHT were significantly negatively correlated with the objective support and allergic tendencies no significant correlation with the other factors were significantly negatively correlated.5. The results of medical school students selfmade table:motivation of attend school amount of 652, representing the top three is to listen to persuade parents 41.2%,27.3% like nursing career, would like to master a technology accounted for 16.2%, a total of 84.6%; first of three consultation:First:relationship problems, 319, accounting for 36%; Second:sex problems of 284,,accounting for 32%.;Third emotional problems accounting for 21.3%; the idea of social employment:There were 581 survey respondents,482 were in difficult or too difficult to answer,83.0% felt the future of a loss.
Conclusion:
1. Students' psychological problems of changzhi city was set 11.88%, above the national norm.2. The different grade, professionals, the starting point, consumption, and whether they are the only or not, both parents and not, in the mental health status is different,need to psychological health education accrding to different crowd.3. Students' psychological health problems need more attention, especially in interpersonal relationship, sexual psychology, emotional problems and future education.4. It is negative correlation between Social support and mental health, To improve social support and the students' self education. should be attention in the future.
方法1、采用症状自评量表(SCL-90)、中学生心理健康诊断测验(MHT)、社会支持评定量表(SSRS)以及自制表,按照分层整群抽样的方法对长治市卫校的600名在校生进行问卷调查。将结果与国内相关研究进行对比,并按不同性别、年级、专业、生源、起点、消费、是否独生、是否双亲、是否恋爱进行分组比较。2、就长治市卫校在校生关注的几个问题进行分类统计分析。3、社会支持各维度与心理健康各因子之间进行相关分析研究。
结果1、长治市卫校在校生心理健康SCL-90调查结果显示,心理问题检出率为11.88%；MHT总分≥65占4.13%,至少一项大于≥8占66.95%。2、SCL-90各因子得分高于全国常模,统计检验,差异有显著性(P<0.01)。2、不同年级组、专业、生源、起点、消费、是否独生、是否双亲、是否恋爱的比较结果。男女组：SCL-90调查结果：女生在抑郁因子、人际敏感、敌对、恐怖、偏执因子高于男生,MHT调查结果：女生在对人焦虑、恐怖倾向因子高于男生,男生在冲动倾向因子高于女生；是否独生组SCL-90调查结果：独生学生组在抑郁、焦虑因子上高于非独生组,MHT调查结果：独生子女在孤独倾向因子高于非独生子女；单双亲组SCL-90调查结果：单亲组在人际敏感因子、焦虑因子高于双亲组,MHT调查结果：单亲组在对人焦虑、恐怖倾向、冲动倾向因子高于双亲组：农村与非农村生源组SCL-90调查结果：农村生源组在人际敏感因子、强迫、抑郁、焦虑、偏执因子高于非农村组,MHT调查结果：农村生源学生在冲动倾向、恐怖倾向、对人焦虑因子高于非农村生源学生；起点不同组SCL-90调查结果：初中起点组在焦虑、恐怖、偏执、敌对、精神病性因子高于高中起点班,MHT调查结果：初中起点组在冲动倾向、过敏倾向因子高于高中起点组；是否恋爱组SCL-90调查结果：恋爱组在人际敏感、精神病性因子高于否恋爱组,MHT调查结果：恋爱组在学习焦虑、对人焦虑、身体症状、自责倾向因子高于否恋爱组；不同年级组SCL-90调查结果：一年级在人际敏感因子高于二、三年级组,二年级在抑郁、焦虑因子低于一、三年级组,三年级在精神病性因子高于一、二年级组,MHT调查结果：一年级和三年级在学习焦虑、对人焦虑因子高于二年级组,三年级在自责倾向、身体症状因子高于一、二年级组；不同消费组SCL-90调查结果：300元以下消费组在抑郁、敌对因子高于500-800元、800元以上组,300元以下消费组在焦虑因子高于其它组,MHT调查结果：300元以下组在学习焦虑、对人焦虑因子高于其它组；不同专业组SCL-90调查结果：护理专业组和社医专业组在人际敏感、抑郁因子高于口腔专业组和其它专业组,口腔专业组在焦虑因子低于其它各组,MHT调查结果：护理专业和社医专业在学习焦虑因子高于其它专业组,口腔专业在对人焦虑因子低于其它专业组。其余各项无差别。3、社会支持各维度及支持总分对心理健康的各因子作用非常显著,呈负相关。社会支持总分、主观支持、支持利用度与MHT各个因子存在显著负相关,客观支持与过敏倾向无显著相关关系,与其它各因子存在显著负相关。4、卫校学生自制表调查结果：上学动机共计652个,占前三位的是听父母规劝占41.2%、喜欢护士职业占27.3%、想掌握一门技术占16.2%,共占84.6%；想咨询的前两个主要问题是：人际关系问题有319个,占36%；性问题有284个,占32%。；最大的困扰中前三个为：人际关系占34.6%,前途问题的困扰占22.4%,情感问题占21.3%；对社会就业的想法：调查581份中有482份答卷中答难或太难,感觉前途茫然占83.0%。
结论1、长治市卫校学生心理问题发生率为11.88%,SCL-90各因子分高于全国常模。2、不同年级、专业、生源、起点、消费、是否独生、是否双亲、是否恋爱等组的心理健康状况存在差异,需要针对不同的人群进行相应的针对性心理健康教育。3、学生的心理健康问题需要更多关注,尤其是在人际关系、性心理、情感问题、前途教育方面。4、社会支持同心理健康状况的关系非常密切,呈显著负相关,提示社会、学校、家庭要加强对中等职业学校学生的关心和爱护,提高学生自我教育。
Objective:comprehend students of changzhi medical school in the mental health status and influencing factors. To discover correlativity between mental health status of students and social support for provided evidents in the mental health status consultation and therapy.
Methods:1. Using the symptom checklist (SCL-90), Mental Health Test (MHT), Social Support Rating Scale (SSRS) and self-made table. According to cluster stratified sampling method,take a questionnaire to survey 600 sutdents of Changzhi Medical School. According to gender, grade, professional, students, the starting point, consumption, only child, whether parents, love, etc. divide into groups,and compard results with domestic research.2. To classify several issues of the medical school in the Changzhi city for statistical analysis.3. To analysis correlation between the varies dimensions of social support and mental elements.
Results:1.The survey of SCL-90 scale in changzhi city students,11.88% detection rate of psychological problems; MHT score≥65 accounted for 4.13%, at least one more than accounted for 66.95%≥8 2. SCL-90 factors and the national norms are different..3. The comparion results in Groups of different grades, professional, students, the starting point, consumption, only child, whether parents, love or not. Men and women's group:SCL-90 results:Girls in the depression factor, interpersonal sensitivity, hostility, phobia, paranoid ideation than boys. MHT survey results:Girls on human anxiety and fear tend to factor higher than boys, boys tend to factor in the impulsive than girls; only child or not group of SCL-90 results: singleton of student group in depression and anxiety higher than non-singleton one, MHT findings:one child only group tend to lonely factor higher than non-singleton one;single parents group SCL-90 results:single-parent group in interpersonal sensitivity, and anxiety factor higher than the parents group, MHT results:single group of human anxiety, terror tendencies, impulses tend to factor higher than the parent group;rural and non rural biogenic group SCL-90 results:Countryside Student group factor in interpersonal sensitivity, obsession, depression, anxiety, paranoia factor higher than the rural group, MHT results:Students from Rural Areas in the impulsive tendency of terrorist tendencies, anxiety factor higher than non-human Students from Rural Areas; Different startpoint groups of SCL-90 results:junior high school group from anxiety, terror, paranoia, hostility, mental factor higher than school start classes, MHT results: junior high school group in the impulsive tendencies, allergies tend to factor higher than high starting point group; Love or not group of SCL-90 results:Group interpersonal sensitivity in love, love, mental factor higher than non-love one, MHT survey results:Love group at school anxiety, on human anxiety, physical symptoms, self-blame higher than any love group; different grade groups SCL-90 results:first grade sensitivity factor higher than the second and third grade students, the second grade in depression and anxiety higher than a third grade group, the third year in the mental factor higher than first and second grade group, MHT findings:first grade and third grade, learning anxiety, and anxiety factors were higher than the second grade group, first-year tend to factor in the lonely higher than the second and third grade students and third year in self-blame tendencies, physical symptoms factor higher than the first and second grade group; different consumer groups SCL-90 results:300 yuan consumer group in depression, hostility factor higher than 500-800 groups,300 yuan groups in the anxiety factor higher than the other consumer groups;MHT results:300 yuan group learning anxiety, and anxiety factors were higher than other groups; different professional groups SCL-90 survey Results:The Care and Social Medicine Group interpersonal sensitivity, depression factor higher than the oral and other professional groups, stomatology group in the anxiety factor higher than the other groups, MHT results:nursing and social Medical professional groups in anxiety factor higher than other professional group, stomatology group in human anxiety factor higher than other professional groups, nursing and social Medical Group in interpersonal sensitivity, depression factor higher than the stomatology and other professional groups, stomatology group in anxiety factor higher than other groups 4. Various dimensions of social support on mental health scores and the role of each factor was significant, negative correlation. Which is most closely related to subjective support, followed by the utilization of support and objective support. Social support, subjective support, support for utilization of various factors with MHT were significantly negatively correlated with the objective support and allergic tendencies no significant correlation with the other factors were significantly negatively correlated.5. The results of medical school students selfmade table:motivation of attend school amount of 652, representing the top three is to listen to persuade parents 41.2%,27.3% like nursing career, would like to master a technology accounted for 16.2%, a total of 84.6%; first of three consultation:First:relationship problems, 319, accounting for 36%; Second:sex problems of 284,,accounting for 32%.;Third emotional problems accounting for 21.3%; the idea of social employment:There were 581 survey respondents,482 were in difficult or too difficult to answer,83.0% felt the future of a loss.
Conclusion:
1. Students' psychological problems of changzhi city was set 11.88%, above the national norm.2. The different grade, professionals, the starting point, consumption, and whether they are the only or not, both parents and not, in the mental health status is different,need to psychological health education accrding to different crowd.3. Students' psychological health problems need more attention, especially in interpersonal relationship, sexual psychology, emotional problems and future education.4. It is negative correlation between Social support and mental health, To improve social support and the students' self education. should be attention in the future.
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[24]赵建平,葛操.初中生社会支持与心理健康的相关研究.中国健康心理学杂志,2006,14(2)：132-135.
[25]陈明,陈景武.医学生心理健康状况及其相关因素分析[J].中国校医,2007,21(2)：171-173.
[26]郑和均,邓京华,等.高中生心理学[J].杭州：浙江教育出版社,1993：67-73.
[27]张强,陈丽钰,赵虎,等.大学生毕业前心身健康水平及其相关因素的研究[J].健康心理学杂志,2001,9(2)：83-86.
[28]王小新.河南省中学生心理健康问题调查研究.医学与哲学,2001,22(11)：63-64.
[29]Beck DL, Sriva stave R.Perceivedlevel and source softness in baccalaureate nursing students[J]. JournalofNurs2 ingEducation,1991,30(3):1272133.
[30]KleehammerKH, Hart JF.Nursing students.perceptionsofanxiety2produ2 cling situationsintheclinicalsetting[J] JournalofNursingEducation,1990,29(5):183-187.
[31]孔德生,杨晓梅.贫困大学生个性特征分析及教育对策研究[J].中国健康心理学杂志,2004,12(6)：435.
[32]李振国,刘少文.大学生毕业前心理健康调查[J].中国临床心理学杂志,2001,9(2)：144
[33]姜乾金.医学心理学[M].北京：人民卫生出版社,2002：89-92.
[34]姜乾金.医学心理学[M]北京：人民卫生出版社,2004：82.
[35]戴琴,冯正值,谢刚敏.重症监护病房护士工作压力源与心理健康水平的相关研究[J].中华护理杂志,2002,37(7)：488-490.
[36]欧阳丹.社会支持对大学生心理健康的影响.青年研究,2003,3：29-38.
[37]GoodwinR, CostaP, AdonuJ.SocialSupportandits consequences:positive and deficiency al resend their implications for support and selfesteem.The British Journal ofSocialpsychology, 2004,9:43
[38]郭学东,李亚卿,王立娜等.中国临床心理学杂志,2006,14(5)：530-531.
[39]Fischer P, Simonyi M, Daniel cozy W. Depression in dementia of the Al zheimer type and in multi infarct dementia [J]. Am J Psychiatry,1990,37:999
[40]田丽华,宫玉花.护理人员心理压力源及应对方式的调查[J].护理研究,2003,17：9-11
[41]贾彦彦,王宝珠.本科护理专业学生应具备的素质要求[J].家庭护士,2008,6(1B)：99-101
[1]Diener E. Subjective well-being [J].J psychological Bulletin,1984,95:542-575.
[2]郑日昌,陈永胜.儿童心理辅导[M].上海：华东师范大学出版社,2003：37-38.
[3]张秋菊.河南省部分地区高中生心理健康现状与对策研究[J].中国健康教育,2005,21(3)：203-204.
[4]王玲凤.湖州市559名小学生压力与心理健康状况调查[J].中国公共卫生,2006,22(2)：133-135.
[5]闻玉梅.现代医学微生物学[M].上海：上海医科大学出版社1999：441
[6]易小燕.美国中学生行为特征与身心健康现状分析[J].中山大学学报论丛,2005,12(2)：24—26.
[7]Kessler R C. The Effects of Stressful Life Events on Depression. Annual Review of Psychology.1997,48:191-211.
[8]Clark, RD, Shields, G. Family communication and delinquency. Adolescence,1997,32 (125):81-92.
[9]Hartos, JL, Power, TG. Relations Among Single Mothers'Awareness of Their Adolescents'Stressors, Maternal Monitoring. Mother-Adolescent Communication and Adolescent Adjustment,2000,15(5):546-560.
[10]Conger R D, Conger K J, Elder G H, teal. A family process model of economic hardship and adjustment of early adolescent boys. Child Devel,1992,63:526-541.
[11]Rena L R. Risky families:family social environments and the mental and physical health of offspring. PsychBull,2002,128(2):330-366.
[12]吴明孝.中学生心理健康的困扰及对策[J].中国科学教育,2005,4：75—76.
[13]张敏,王振勇.中学生心理健康状况的调查分析[J].中国心理卫生杂志,2001,15(4)：226—228
[14]http://www.xxduan.com/ht ml/college student s crisis/c1_1.ht ml.
[15]Caplan G.Support systems and community mental health:Lectures on concept development.Pasadena, CA, US:Behavioral Publications. (1974), Psychological Bulletin, 1985,98:310-357.
[16]郑和均,邓京华,等.高中生心理学[J].杭州：浙江教育出版社,1993：67-73.
[17]张强,陈丽钰,赵虎,等.大学生毕业前心身健康水平及其相关因素的研究[J].健康心理学杂志,2001,9(2)：83-86.
[18]Beck DL, Srivastava R. Perceived level and source sofstressinbaccalaureate nursing students [J].JournalofNurs2ing Education,1991,30(3):1272133.
[19]Klee hammer KH, Hart JF. Nursing students.perceptionsofanxiety2produ2 cingsituationsintheclinicalsetting [J].JournalofNursingEducation,1990,29(5):183-187.
[20]Lin N. X., Ye W. M., Easel. Social support and depressed mood:a structural analysis. Journal of Health and Social Behavior,1999,40:344-359.
[21]Thoits,PA. Stress, coping and social support processes:Where are we? What next? Journal of Health and Social Behavior,1995,35:53-79.
[22]王玉洁,张秀梅,王玉红.学生心理问题诱因分析[J].护理研究,2004,18(12A)：2153-2154.
[23]郭华,郭晓红,赵淑英.卫校学生心理健康状况与对策研究[J].实用预防医学,2004,03：64-65.
[24]程虹娟.大学生社会支持及其与社会适应关系的研究[T].北京师范大学：[硕士学位论文],2002.
[25]丁锦红,王净.在校大学生社会支持状况研究.首都师范大学学报(社科版),2000(1)：114-116
[26]叶金辉,毛庆江.大学特困生的社会支持与心理健康的相关研究[J].中国学校卫生,2004,2(25)：158-159.
[27]胡娜.社会支持对大学生身心健康的影响[J].中国公共卫生,2005,10(21)：1275-1276.
[28]姜乾金.医学心理学[M]北京：人民卫生出版社,2004：82.
[29]戴琴冯正值,谢刚敏.重症监护病房护士工作压力源与心理健康水平的相关研究[J].中华护理杂志,2002,37(7)：488-490.
[30]郭学东,李亚卿,王立娜等.中国临床心理学杂志,2006,14(5)：530-531.
[31]Fischer P, Simonyi M, Danielczzzyk W.Depression in dementia of the Al heifer type and in multi infarct dementia [J].Am J Psychiatry,1990,37:999
[32]田丽华,宫玉花.护理人员心理压力源及应对方式的调查[J].护理研究,2003，17：9-11
[2]郑日昌,陈永胜.儿童心理辅导[M].上海：华东师范大学出版社,2003：37-38.
[3]张秋菊.河南省部分地区高中生心理健康现状与对策研究[J].中国健康教育,2005,21(3)：203-204.
[4]王玲凤.湖州市559名小学生压力与心理健康状况调查[J].中国公共卫生,2006,22(2)：133-135.
[5]闻玉梅.现代医学微生物学[M].上海：上海医科大学出版社1999：441
[6]易小燕.美国中学生行为特征与身心健康现状分析[J].中山大学学报论丛,2005,12(2)：24—26.
[7]Kessler R C. The Effects of Stressful Life Events on Depression. An null Review of Psychology.1997,48:191-211.
[8]Clark, RD, Shields, G. Family communication and delinquency. Adolescence 1997,32 (125):81-92.
[9]Hartos, JL, Power, TG. Relations Among Single Mothers'Awareness of Their Adolescents'Stressors, Maternal Monitoring. Mother-Adolescent Communication and Adolescent Adjustment,2000,15(5):546-560.
[10]Conger R D, Conger K J, Elder G H, et al. A family process model of economic hardship and adjustment of early adolescent boys. Child Devel,1992,63:526-541.
[11]Rena L R. Risky families:family social environments and the mental and physical health of offspring. Psych Bull,2002,128(2):330-366.
[12]吴明孝.中学生心理健康的困扰及对策[J].中国科学教育,2005,4：75—76.
[13]张敏,王振勇.中学生心理健康状况的调查分析[J].中国心理卫生杂志,2001,15(4)：226—228
[14]http://www.xxduan.com/ht ml/college student s crisis/c1_1.ht ml.
[15]Caplan G.Support systems and community mental health:Lectures on concept development. Pasadena, CAUS:Behavioral Publications.(1974), Psychological Bulletin,1985, 98:310-357.
[16]Lin N. X., Ye W. M., Easel. Social support and depressed mood:a structural analysis. Journal of Health and Social Behavior,1999,40:344-359.
[17]Thoits, PA. Stress, coping and social support processes:Where are we? What next? Journal of Health and Social Behavior,1995,35:53-79.
[18]王玉洁,张秀梅,王玉红.学生心理问题诱因分析[J].护理研究,2004,18(12A)：2153-2154.
[19]郭华,郭晓红,赵淑英.卫校学生心理健康状况与对策研究[J].实用预防医学,2004,03：64-65.
[20]王忠.湛江市329名高二学生心理健康状况调查.中国健康教育,2007,23(1)：36-38.
[21]魏俊彪.影响高中生心理健康的多因素分析.海南医学,2002,13(8)：69-70.
[22]韩柏,徐勇.山西省4所不同类型高校毕业性心理健康状况比较[J].中国学校卫生,2003,24(3)：250-251.
[23]郑利丰.中学生心理卫生状况调查[J].中国校医,2000,14(4)：294-295.
[24]赵建平,葛操.初中生社会支持与心理健康的相关研究.中国健康心理学杂志,2006,14(2)：132-135.
[25]陈明,陈景武.医学生心理健康状况及其相关因素分析[J].中国校医,2007,21(2)：171-173.
[26]郑和均,邓京华,等.高中生心理学[J].杭州：浙江教育出版社,1993：67-73.
[27]张强,陈丽钰,赵虎,等.大学生毕业前心身健康水平及其相关因素的研究[J].健康心理学杂志,2001,9(2)：83-86.
[28]王小新.河南省中学生心理健康问题调查研究.医学与哲学,2001,22(11)：63-64.
[29]Beck DL, Sriva stave R.Perceivedlevel and source softness in baccalaureate nursing students[J]. JournalofNurs2 ingEducation,1991,30(3):1272133.
[30]KleehammerKH, Hart JF.Nursing students.perceptionsofanxiety2produ2 cling situationsintheclinicalsetting[J] JournalofNursingEducation,1990,29(5):183-187.
[31]孔德生,杨晓梅.贫困大学生个性特征分析及教育对策研究[J].中国健康心理学杂志,2004,12(6)：435.
[32]李振国,刘少文.大学生毕业前心理健康调查[J].中国临床心理学杂志,2001,9(2)：144
[33]姜乾金.医学心理学[M].北京：人民卫生出版社,2002：89-92.
[34]姜乾金.医学心理学[M]北京：人民卫生出版社,2004：82.
[35]戴琴,冯正值,谢刚敏.重症监护病房护士工作压力源与心理健康水平的相关研究[J].中华护理杂志,2002,37(7)：488-490.
[36]欧阳丹.社会支持对大学生心理健康的影响.青年研究,2003,3：29-38.
[37]GoodwinR, CostaP, AdonuJ.SocialSupportandits consequences:positive and deficiency al resend their implications for support and selfesteem.The British Journal ofSocialpsychology, 2004,9:43
[38]郭学东,李亚卿,王立娜等.中国临床心理学杂志,2006,14(5)：530-531.
[39]Fischer P, Simonyi M, Daniel cozy W. Depression in dementia of the Al zheimer type and in multi infarct dementia [J]. Am J Psychiatry,1990,37:999
[40]田丽华,宫玉花.护理人员心理压力源及应对方式的调查[J].护理研究,2003,17：9-11
[41]贾彦彦,王宝珠.本科护理专业学生应具备的素质要求[J].家庭护士,2008,6(1B)：99-101
[1]Diener E. Subjective well-being [J].J psychological Bulletin,1984,95:542-575.
[2]郑日昌,陈永胜.儿童心理辅导[M].上海：华东师范大学出版社,2003：37-38.
[3]张秋菊.河南省部分地区高中生心理健康现状与对策研究[J].中国健康教育,2005,21(3)：203-204.
[4]王玲凤.湖州市559名小学生压力与心理健康状况调查[J].中国公共卫生,2006,22(2)：133-135.
[5]闻玉梅.现代医学微生物学[M].上海：上海医科大学出版社1999：441
[6]易小燕.美国中学生行为特征与身心健康现状分析[J].中山大学学报论丛,2005,12(2)：24—26.
[7]Kessler R C. The Effects of Stressful Life Events on Depression. Annual Review of Psychology.1997,48:191-211.
[8]Clark, RD, Shields, G. Family communication and delinquency. Adolescence,1997,32 (125):81-92.
[9]Hartos, JL, Power, TG. Relations Among Single Mothers'Awareness of Their Adolescents'Stressors, Maternal Monitoring. Mother-Adolescent Communication and Adolescent Adjustment,2000,15(5):546-560.
[10]Conger R D, Conger K J, Elder G H, teal. A family process model of economic hardship and adjustment of early adolescent boys. Child Devel,1992,63:526-541.
[11]Rena L R. Risky families:family social environments and the mental and physical health of offspring. PsychBull,2002,128(2):330-366.
[12]吴明孝.中学生心理健康的困扰及对策[J].中国科学教育,2005,4：75—76.
[13]张敏,王振勇.中学生心理健康状况的调查分析[J].中国心理卫生杂志,2001,15(4)：226—228
[14]http://www.xxduan.com/ht ml/college student s crisis/c1_1.ht ml.
[15]Caplan G.Support systems and community mental health:Lectures on concept development.Pasadena, CA, US:Behavioral Publications. (1974), Psychological Bulletin, 1985,98:310-357.
[16]郑和均,邓京华,等.高中生心理学[J].杭州：浙江教育出版社,1993：67-73.
[17]张强,陈丽钰,赵虎,等.大学生毕业前心身健康水平及其相关因素的研究[J].健康心理学杂志,2001,9(2)：83-86.
[18]Beck DL, Srivastava R. Perceived level and source sofstressinbaccalaureate nursing students [J].JournalofNurs2ing Education,1991,30(3):1272133.
[19]Klee hammer KH, Hart JF. Nursing students.perceptionsofanxiety2produ2 cingsituationsintheclinicalsetting [J].JournalofNursingEducation,1990,29(5):183-187.
[20]Lin N. X., Ye W. M., Easel. Social support and depressed mood:a structural analysis. Journal of Health and Social Behavior,1999,40:344-359.
[21]Thoits,PA. Stress, coping and social support processes:Where are we? What next? Journal of Health and Social Behavior,1995,35:53-79.
[22]王玉洁,张秀梅,王玉红.学生心理问题诱因分析[J].护理研究,2004,18(12A)：2153-2154.
[23]郭华,郭晓红,赵淑英.卫校学生心理健康状况与对策研究[J].实用预防医学,2004,03：64-65.
[24]程虹娟.大学生社会支持及其与社会适应关系的研究[T].北京师范大学：[硕士学位论文],2002.
[25]丁锦红,王净.在校大学生社会支持状况研究.首都师范大学学报(社科版),2000(1)：114-116
[26]叶金辉,毛庆江.大学特困生的社会支持与心理健康的相关研究[J].中国学校卫生,2004,2(25)：158-159.
[27]胡娜.社会支持对大学生身心健康的影响[J].中国公共卫生,2005,10(21)：1275-1276.
[28]姜乾金.医学心理学[M]北京：人民卫生出版社,2004：82.
[29]戴琴冯正值,谢刚敏.重症监护病房护士工作压力源与心理健康水平的相关研究[J].中华护理杂志,2002,37(7)：488-490.
[30]郭学东,李亚卿,王立娜等.中国临床心理学杂志,2006,14(5)：530-531.
[31]Fischer P, Simonyi M, Danielczzzyk W.Depression in dementia of the Al heifer type and in multi infarct dementia [J].Am J Psychiatry,1990,37:999
[32]田丽华,宫玉花.护理人员心理压力源及应对方式的调查[J].护理研究,2003，17：9-11