乡镇中学教师亚健康及职业倦怠干预效果评价

Effect of "Cognition-Coping skills-Psychological Counseling" intervention on sub-health among minority teachers of middle schools of rural area in Baise,Guangxi

目的评价认知-应对技能-心理疏导模式预防干预乡村中学少数民族教师亚健康效果。方法在广西壮族自治区百色市各县乡整群抽取12所学校的311名中学少数民族教师,以学校为单位随机分为对照组208人和干预组103人。干预组接受认知-应对技能-心理疏导干预模式,对照组进行简单的亚健康防治知识讲座,干预前后均采用康奈尔健康量表(CM I)进行问卷调查。结果对照组和干预组少数民族教师在年龄、性别、民族、文化程度、家庭月收入和婚姻状况上差异均无统计学意义(P>0.05);干预前,2组教师CM I总分、生理亚健康、心理亚健康得分、情绪耗竭感、去个人化、个体成就感得分和一般自我效能感差异均无统计学意义;随访半年后在亚健康心理症状和情绪耗竭感2个项目上,干预组得分(5.417±3.497),(2.013±0.468)较对照组(6.024±5.141),(2.407±0.652)明显降低;在一般自我效能感项目上,干预组得分(2.747±0.595)较对照组(2.579±0.522)得分明显升高,差异均有统计学意义;并在情绪耗竭感项目上呈干预和时间交互效应(F=8.859,P=0.003)。结论认知-应对技能-心理疏导干预模式能缓解职业压力,降低职业倦怠,改善精神症状亚健康。

Objective To assess the effect of ＂Cognition-Coping skills-Psychological Counseling＂ intervention on sub-health among minority teachers of middle schools of rural area in Baise.Methods A total of 311 minority teachers from 12 middle schools,selected with cluster sampling in Baise city,participated the research and were randomly assigned to the intervention（n=103） and control group（n=208）.The intervention group received a ＂Cognition-Coping shill-Psychological Counseling＂ program.The intervention effect was measured by a pretest,immediate posttest and six-month posttest after the intervention.The teachers from both groups were asked to complete Cornell Medical Index-Health Questionnaire（CMI） and other questionnaires.Results There was no significant difference in age,gender,nationality,education,income and marriage between intervention and control groups（P〉0.05）.At the pretest,there were no significant difference for CMI total scores,physical sub-health,psychologic sub-health,emotional exhaustion,depersonalization,personal accomplishment and self-efficacy.After the intervention,the scores of psychologic sub-health and emotional exhaustion were lower in intervention group（5.417±3.497,2.013±0.468） than that of in control group（6.024±5.141,2.407±0.652）.The score of self-efficacy was higher in intervention group（2.747±0.595） than that of in control group（2.579±0.522）.The interaction effect between intervention and time in emotional exhaustion was significant（F=8.859,P=0.003）.Conclusion The＂Cognition-Coping skill-Psychological Counseling＂ improves psychology and decreases emotional exhaustion significantly among the minority teachers.