安徽幼儿教师心理健康现状调查
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摘要
目的:了解安徽省幼儿教师心理健康的状况,为提高幼儿教师心理健康水平提供参考依据。方法:采用一般资料问卷和90项症状清单(SCL-90)对安徽3市区8所幼儿园的101名幼儿教师基本信息和心理健康状况进行调查。结果:安徽幼儿教师心理健康水平与全国成人常模相比无显著差异(t=-0.290,P>0.05);不同年级(F=6.615,P<0.001)幼儿教师心理健康状况存在极其显著差异。不同城市幼儿教师在强迫症(F=3.464,P<0.05)、人际关系敏感(F=3.141,P<0.05)、抑郁(F=4.112,P<0.05)和敌对(F=3.794,P<0.05)4个因子上存在显著差异。不同性质幼儿园的幼儿教师在抑郁(F=3.782,P<0.05)和偏执(F=3.255,P<0.05)两个症状因子存在显著差异。结论:安徽省幼儿教师心理健康总体状况尚可,但不同年级幼儿教师心理健康状况存在极其显著差异。
Objective:To investigate preschool teachers' mental health states in Anhui Province,and provide reference for improving kindergarten teachers' mental health states.Methods:The general questionnaire and Symptom Checklist 90(SCL-90)were used to understand mental health states of 101 kindergarten teachers in 8 kindergartens in 3 urban areas of Anhui Province.Results:There was no significant difference in mental health level between Anhui preschool teachers and the national adult norm.There was extremely significant difference in the mental health status of preschool teachers in different grades(F=6.615,P<0.001).There were significant differences in the mental health status of preschool teachers in different cities with obsessive-compulsive(F=3.464,P<0.05),interpersonal sensitivity(F=3.141,P<0.05),depression(F=4.112,P<0.05)and hostility(F=3.794,P<0.05).There were significant differences between the two symptom factors of depression(F=3.782,P<0.05)and paranoia(F=3.255,P<0.05).Conclusion:The overall mental health status of preschool teachers in Anhui Province is acceptable,but the mental health status of preschool teachers in different grades is extremely different.It is necessary to conduct psychological care and counseling according to the characteristics of each symptom factor in SCL-90.
Objective:To investigate preschool teachers' mental health states in Anhui Province,and provide reference for improving kindergarten teachers' mental health states.Methods:The general questionnaire and Symptom Checklist 90(SCL-90)were used to understand mental health states of 101 kindergarten teachers in 8 kindergartens in 3 urban areas of Anhui Province.Results:There was no significant difference in mental health level between Anhui preschool teachers and the national adult norm.There was extremely significant difference in the mental health status of preschool teachers in different grades(F=6.615,P<0.001).There were significant differences in the mental health status of preschool teachers in different cities with obsessive-compulsive(F=3.464,P<0.05),interpersonal sensitivity(F=3.141,P<0.05),depression(F=4.112,P<0.05)and hostility(F=3.794,P<0.05).There were significant differences between the two symptom factors of depression(F=3.782,P<0.05)and paranoia(F=3.255,P<0.05).Conclusion:The overall mental health status of preschool teachers in Anhui Province is acceptable,but the mental health status of preschool teachers in different grades is extremely different.It is necessary to conduct psychological care and counseling according to the characteristics of each symptom factor in SCL-90.
引文
[1]刘瑛.学龄前儿童行为问题与幼儿教师心理健康水平的相关研究[J].西华师范大学学报(哲学社会科学版),2006,26(4):91-95
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[5]童辉杰.SCL-90量表及其常模20年变迁之研究[J].心理科学,2010,33(4):928-930
[6]王征宇.症状自评量表(SCL-90)[J].上海精神医学,1984,26(2):68-70
[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].中国神经精神疾病杂志,1986,12(5):260-263
[8]王金道.SCL-90量表使用的现状及检测心理健康的异议[J].中国心理卫生杂志,2004,18(1):51-52
[9]童辉杰.心理健康的测量与评估:大学生与成人及住院病人的纵向研究[J].心理科学,2006,29(2):419-422
[10]余欣欣,李萍.广西幼儿教师心理健康状况的调查[J].健康心理学杂志,2003,11(2):136-138
[11]史滋福,陈小异,张庆林.关注幼儿教师心理健康刻不容缓[J].学前教育研究,2006,20(10):48-50
[12]王兰,彭珊,刘锋,等.幼儿教师心理健康状况分析[J].中国健康心理学杂志,2009,17(3),280-281
[13]杨宏飞,杨依兰.幼儿教师SCL-90测试结果分析[J].中国临床心理学杂志,2001,9(4):297-298
[14]范会勇,李晶晶,赵曼璐,等.幼儿园教师的心理健康:对基于SCL-90量表研究的元分析[J].心理科学进展2016,24(1):2-9
[15]汪海彬,陈海燕,桑青松.幼儿园教师心理健康变迁的横断历史比较[J].学前教育研究,2013,27(5):42-48
[16]王娟,贾林祥.近十年来幼儿教师心理健康状况的元分析[J].教育测量与评价(理论版),2013,6(4):12-17
[17]金芳,王永秋.幼儿教师心理健康状况调查分析[J].沈阳师范大学学报(社会科学版),2009,33(1):163-166
[18]卢长娥.幼儿教师心理健康与应付方式、社会支持关系的研究[J].中国健康心理学杂志,2008,16(6):679-681
[2]刘昌菊.“幼师”虐童凸显监管不力和师资不足[N].中国教育报,2014-5-30
[3]中华人民共和国教育部.国家中长期教育改革和发展规划纲要(2010-2020年)[EB/OL].2010-07-29/http://old.moe.gov.cn/publicfiles/business/htmlfiles/moe/moe_838/201008/93704.html
[4]戴晓阳.常用心理评估量表手册[M].北京:人民军医出版社,2010:13-16
[5]童辉杰.SCL-90量表及其常模20年变迁之研究[J].心理科学,2010,33(4):928-930
[6]王征宇.症状自评量表(SCL-90)[J].上海精神医学,1984,26(2):68-70
[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].中国神经精神疾病杂志,1986,12(5):260-263
[8]王金道.SCL-90量表使用的现状及检测心理健康的异议[J].中国心理卫生杂志,2004,18(1):51-52
[9]童辉杰.心理健康的测量与评估:大学生与成人及住院病人的纵向研究[J].心理科学,2006,29(2):419-422
[10]余欣欣,李萍.广西幼儿教师心理健康状况的调查[J].健康心理学杂志,2003,11(2):136-138
[11]史滋福,陈小异,张庆林.关注幼儿教师心理健康刻不容缓[J].学前教育研究,2006,20(10):48-50
[12]王兰,彭珊,刘锋,等.幼儿教师心理健康状况分析[J].中国健康心理学杂志,2009,17(3),280-281
[13]杨宏飞,杨依兰.幼儿教师SCL-90测试结果分析[J].中国临床心理学杂志,2001,9(4):297-298
[14]范会勇,李晶晶,赵曼璐,等.幼儿园教师的心理健康:对基于SCL-90量表研究的元分析[J].心理科学进展2016,24(1):2-9
[15]汪海彬,陈海燕,桑青松.幼儿园教师心理健康变迁的横断历史比较[J].学前教育研究,2013,27(5):42-48
[16]王娟,贾林祥.近十年来幼儿教师心理健康状况的元分析[J].教育测量与评价(理论版),2013,6(4):12-17
[17]金芳,王永秋.幼儿教师心理健康状况调查分析[J].沈阳师范大学学报(社会科学版),2009,33(1):163-166
[18]卢长娥.幼儿教师心理健康与应付方式、社会支持关系的研究[J].中国健康心理学杂志,2008,16(6):679-681