团体心理干预对初中生自我概念与心理健康的影响

Effects of group psychological intervention on self-concept and mental health in junior high school students

目的 探讨团体心理干预对初中生自我概念与心理健康的影响.方法 采用自我描述问卷和中学生心理健康量表对上海市松江区146名初中生进行测查.将学生随机分为两组,对照组进行学校的常规开展的心理健康课程,实验组在此基础上合并参加每周1次共6次的团体心理辅导.干预后1周对所有的学生再次进行自我描述问卷和中学生心理健康量表的测量.结果 两组被试干预前自我概念与心理健康总均分及各因子分差异均无统计学意义.实验组在干预后自我概念总分、外貌、一般自我、诚实可信、情绪稳定、一般学校情况、与同性关系、与异性关系评分高于对照组,心理健康总均分、敌对、焦虑、情绪不平衡评分低于对照组,差异均有统计学意义（P＜0.05）.对照组干预前后评分结果差异均无统计学意义.实验组干预后自我概念总分、外貌、一般自我、情绪稳定、一般学校情况因子分高于干预前,而心理健康总均分、偏执、敌对、抑郁、焦虑、学习压力、适应不良、情绪不平衡、心理不平衡因子分低于干预前,差异均有统计学意义（P＜0.05）.结论 团体心理干预能有效提高初中生自我概念及心理健康水平.

Objective To evaluate effects of group psychological intervention on self--concept and mental health in junior high school students. Methods Totals of 146 students from two middle schools in Shanghai songjiang district were evaluated using the Marsh Self--concept Scale（SDQ Ⅱ） and Mental Health Inventory of Middle--school students （MMHI--60）. These school students were randomly divided into two groups, control group of normal to attend mental health course, and the experimental group to attend normal mental health course and additional once a week for a total of six times of group counseling. One week after the intervention, all the students completed self--description questionnaire for middle school students＇ mental health scale measurement. Results After the intervention, the experi- mental self--concept scores in appearance, general self, honest credibility, emotional stability, general situation, the school relationship, same--sex relationship, and the opposite sex relationship were significantly higher than the control group （P 〈 0. 05）. The total mental health division, hostility, anxiety, emotional imbalance were significantly lower than the control group （P 〈 0.05）. Comparing to baseline, self--concept scores, appearance, general self, emotional stability, the general school situation factor score in the experimental group after intervention significantly higher than that of before intervention, and paranoia, hostility, depression, anxiety, learning pressure, maladjustment, emotional imbalance, psychological unbalance factor scores significantly lower than before （P 〈 0.05）. However none of these scores in control group comparing to that before intervention reached significant levels （P 〈0.05）. Conclusions Group psychological intervention can effectively improve the level of junior high school students self--concept and mental health.