高校青年教师心理健康及团体心理训练设计研究

Research on Mental Health and Group Psychological Training Design of Young Teachers in Colleges and Universities

目的:分析高校青年教师的心理健康与团体心理训练的设计。方法:在2016年12月份-2018年2月份选取我国不同学校的300名年龄40岁及以下的青年教师作为样本,将所选教师划分成育龄5年以下、5-10年、10-15年不同阶段,分析各个育龄阶段教师心理健康的情况。结果:除了除恐惧因子以外,三组其他因子的评分对比显示,差异存在统计学的意义,P<0.05;相较于5年以下年育龄而言,10-15年年以下育龄偏执因子与人际关系的评分相对较低,强迫因子、精神病与躯体化评分比较高,组间对比存在明显的差异,P<0.05;相较于10-15年、5-10年育龄老师而言,除了恐惧因子与偏执因子以外,其他因子评分相比有显著的差异,P<0.05。结论:青年教师在人际关系与偏执等因子方面存在健康问题,通过团体心理训练,能够显著改善。

Objective： To analyze the design of mental health and group psychological training for young teachers in colleges and universities. Methods： From December 2016 to February 2018, select 300 young teachers aged 40 and below from different schools in our country as samples to classify the selected teachers into 5 years of age, 5-10 years, 10-15 years. At different stag- es, the mental health status of teachers at various stages of childbearing age was analyzed. Results： In addition to the fear factor, the comparison of the scores of the other three groups showed that the difference was statistically significant （P〈0.05）. Compared with the annual childbearing age of 5 years, the paranoid factor of childbearing age and the age of 10-15 years The scores of the relationship were relatively low, the compulsive factors, psychosis and somatization scores were relatively high, and there was a significant difference between the groups, P〈0.05; compared with the 10-15 years, 5-10 years of childbearing teachers, except the fear factor There was a significant difference in scores of other factors besides the paranoid factor, P 〈 0.05. Conclusion： Young teachers have health problems in terms of interpersonal relationships and paranoia, and can be significantly improved through group psychological training.