心理干预对高职院校新进英语教师负性心理的作用

Effect of psychological intervention on negative psychology of new English teachers in vocational college

目的了解重庆市高职院校新进英语教师负性心理状况及心理干预作用。方法共选入84名英语教师,分为新进教师组(n=36)和老教师组(n=48)。所有英语教师均进行焦虑自评量表(SAS)、抑郁自评量表(SDS)及症状自评量表(SCL-90)调查。新进教师经过心理干预后再次评估。结果高职院校英语教师在开学及期末时焦虑、抑郁程度较轻,期中最高。新进教师组高于老教师组(SAS:t=9.4816 vs 4.4977 vs 4.4467,P<0.01;SDS:t=4.4689 vs 5.6383 vs 4.9051,P<0.01)。经过干预后,两组差异无统计学意义(SAS:t=1.860,P>0.05;SDS:t=1.004,P>0.05)。SCL-90显示新进教师在躯体化症状、强迫症状、人际敏感、抑郁、焦虑、妄想、饮食睡眠等方面较老教师严重。心理干预后明显改善,但抑郁与焦虑仍明显存在(t=-2.791 3,t=-3.129 9,P<0.05)。结论重庆市高职院校新进英语教师存在负性心理状态,以抑郁及焦虑为主。积极的心理干预可减轻他们的负性心理。

[Objective]To investigate the negative psychology and psychological intervention effect of new English teachers in vocational college of Chaongqing City.[nethods]A total of 84 English teachers were selected and divided into new teacher group （=36） and old teacher group （n=48）. All teachers were investigated by SAS, SDS and SCL-90. New teachers were reevaluated after psychological intervention. [Results]Anxiety and depression degree of English teachers in vocational college was slight at opening and closing of school term, and most serious in the midterm. The new teacher group was higher than old teacher group （SAS：t=9.4816 vs 4.4977 vs 4.4467, P〈0.01 ;SDS：t=4.4689 vs 5. 6383 vs 4. 9051, P〈0.O1）. After intervention ,the difference between 2 groups was not significant （SAS：t=1.860,P〉0.05; SDS：t=1.004,P〉0.05）. SCL-90 results showed that somatization, obsessive-compulsive symptoms, interpersonal sensitivity, depression, anxiety, paranoia, diet and sleep of new teachers were more serious than old teachers After intervention, almost the above all were improved except for depression and anxiety（t=-2 791 3, t =-3.1299,P〈0.05）. [Conclusion]Negative psychological state exists among new English teachers in vocational college of Chongqing City, mainly with depression and anxiety. Positive psychological intervention can reduce their negative psychology.