电影课干预对农村儿童心理健康及价值观的影响

The influence of movie-watching intervention on mental health and values of children in rural area

目的探讨电影课干预对农村儿童心理健康及价值观的影响。方法以电影课的干预方式对安徽两所小学5年级的学生以及两所中学初中2年级的学生进行干预，共438名学生，分为干预组（n=188）与对照组（n=250）。结果五年级干预组和对照组抑郁、状态与特质焦虑前后测组间差异不显著，而价值观前后测评分差值为[干预组（2669．52±2216．43）分，对照组（316．57±1410．83）分]，且组间差异显著（t价值观=10．721，P=0．000）；初二干预组和对照组抑郁、状态与特质焦虑、价值观前后测组间差异均显著[分别为（t抑郁=2．046，P=0．043；t状态焦虑=3．507，P=0．001；t特质焦虑=3．392，P=0．001；t价值观=5．022，P=0．000）]。2所小学干预组的五年级学生在抑郁情绪、状态与特质焦虑情绪的干预效果不显著，而价值观的干预效果显著（F=91．62，P=0．000）；2所中学干预组的初中2年级学生在抑郁情绪、状态与特质焦虑情绪和价值观方面的干预效果达到了显著[分别为（F=7．86，P=0．005；F=12．32，P=0．000；F=10．47，P=0．001；F=28．34，P=0．000）]。结论以电影课为心理干预方式，能够有效促进初中学生的心理健康水平，并帮助他们树立正确的价值观。由于电影课的可操作性强，这一干预方法应该成为促进农村儿童心理健康发展的有效方法。

Objective To improve mental health of children in the rural area by intervention with moviewatching. Methods The participants were 438 students from Anhui province, including 273 students in grade 5 from two primary schools and 165 students in grade 2 from two middle schools. Subjects were randomly divided into two groups：an intervention group with movie-watching（ n = 188 ）and a control group （ n = 250）. Results The inter-group difference between the pre-measurement and the post-measurement on depression and anxiety of the intervention groups and the control groups in grade 5 from two primary schools was not significant, while the intergroup difference between the pre-measurement and the post-measurement on values （the intervention group （2669.52 ± 2216.43 ）, the control group（316. 57 ±1410. 83））,and the inter-group difference was significant（ t values= 10. 721, P =0. （300）. The inter-group difference between the pre-measurement and the post-measurement on depression, anxiety and values of the intervention groups and the control groups in grade 2 from two middle schools was significant （ tdepression =2.046, P=0. 043; t state anxiety =3.507, P=0.001; ttrait anxiety =3.392, P=0.001; t values =5.022, P=0.000）respeetively）. The intervention effect on mood of depression, anxiety and the values of intervention groups in grade 5 from two primary schools was not significant, while significant on values （F = 91.62, P= 0. 000） ;while that of intervention groups in grade 2 from two middle sehools was significant （F = 7.86, P = 0.005 ; F = 12.32, P = 0. 000 ; F = 10.47, P = 0. 001 ; F = 28.34, P = 0. 000 respectively）. Conclusion Movie-watching intervention was an effective way to improve middle sehool students＇ mental health and to develop eorrect values. Movie-watching should be an alternative way to improve metal health of children in rural area for its operability.