互动式团体讲座对减轻农村初中生焦虑、抑郁情绪的效果

The Effect of Interactive Group Lectures on Reducing Anxiety and Depression of Rural Junior High School Students

目的探索互动式团体讲座对减轻北京农村初中生焦虑、抑郁情绪的效果。方法选取北京某农村地区中学,随机抽选4个初二年级班级,选择2个班为干预组共90人,另2个班为对照组共90人,对干预组进行4次、每次50分钟的互动式团体讲座,采用儿童焦虑性情绪障碍筛查表(SCARED)、儿童抑郁障碍自评量表(DSRSC)、一般自我效能感量表、简易应对方式量表、非理性信念量表(IBS)和自编干预效果及满意度量表进行效果评估。结果实施干预后干预组和对照组得分差值比较,焦虑(t=2.258,P<0.05)和抑郁(t=2.572,P<0.05)总分显著降低;不合理信念总分(t=3.475,P<0.01)显著降低,自我效能感(t=-2.698,P<0.01)、应对方式积极维度得分显著升高(t=-2.720,P<0.01)。结论互动式团体讲座一定程度上促进了受干预学生不合理信念的理性化,缓解了部分的焦虑、抑郁情绪,提高了其自我效能感,增强了积极的应对方式。

Objective To explore the effect of interactive group lecture on reducing anxiety and depression of rural junior high school students in Beijing. Methods Selected four classes randomly from a rural middle school for study,and divided into interven- tion and control groups after matching. The intervention groups took the interactive group lectures,while control groups took no in- terventions. The two groups both filled SCARED,DSRSC,GSES, IBS, and simplified coping style scale to assess the effect of the in- terventions. Results Students in intervention group obviously alleviated anxiety（t=3. 475,P〈0. 05）,depression（t=2. 572,P〈 0.05）and unreasonable faith（t= 3. 475,P〈0.05） ,while self-efficacy（t= 2. 698,P〈0.01）and coping styles（t= 2. 720,P〈0.01） had positive changes. Conclusion Interactive group lecture has certain effect in improving rural middle school students＇ unreason- able faith ,alleviating anxiety and depression, improving their self-efficacy and enhancing positive coping style.