天津市初中生家长心理健康教育干预效果评价

Evaluation of intervention effect on mental health education of junior middle school students’ parents in Tianjin

目的对天津市初中生家长的心理健康状况进行调查,分析心理健康教育干预对初中生家长心理健康状况的影响效果,并有针对性地提出改善家长心理健康状况的对策和建议,促进初中生心理健康。方法以天津市初中生家长为调查对象,以症状自评量表(SCL-90)为核心编制调查问卷。于2016年4-6月,采用随机整群抽样的方法选取调查对象并展开调查,将调查对象随机分成干预组和对照组。干预组采取综合性心理健康干预措施,对照组保持校方常规健康教育,如心理健康知识展牌和宣传单。于2016年4-12月进行心理健康教育干预,2017年1-3月对调查对象进行第2次问卷调查。并对数据进行分析。结果基线调查例数为11 689例,干预后调查例数为11 549例,失访率为1.20%。心理健康教育干预后,干预组人际关系敏感、抑郁、焦虑的检出率均低于对照组(χ^2=6.564、12.379、24.933,均P<0.05)。干预组干预后的心理异常检出率均低于干预前(χ^2=56.083、29.097、6.841,均P<0.01)。对照组干预后人际关系敏感、抑郁的检出率也低于干预前(χ^2=46.338、5.361,均P<0.05),但焦虑的检出率高于干预前(χ^2=6.397,P<0.05)。结论初中生家长的心理健康状况有待提高。与常规的心理健康教育相比,综合性的心理健康教育更能够改善初中生家长的心理健康状况。

Objective To investigate the mental health status of junior middle school students’ parents in Tianjin, study the effect of psychological education intervention on the mental health status of parents, put forward the countermeasures and suggestions to improve the mental health of parents, and promote the mental health of junior high school students. Methods The parents of junior middle school students in Tianjin were selected as the research object, and the questionnaire was compiled with Symptom Checklist 90 as the core. From April to June 2016, the subjects were selected by random cluster sampling and investigated. The subjects were randomly divided into the intervention group and the control group. The intervention group was given the comprehensive mental health intervention measures. The control group maintained routine school health education, such as mental health knowledge billboards and flyers. The interventions were conducted from April to December 2016, and the second questionnaire survey was conducted from January to March 2017. The data were analyzed. Results The number of baseline survey was 11 689 cases, and 11 549 cases were investigated after intervention, with the missing follow-up rate of 1.20%. After the mental health intervention, the detection rates of interpersonal sensitivity, depression and anxiety in the intervention group were lower than those in the control group(χ^2=6.564, 12.379, 24.933, all P<0.05). In the intervention group, the detection rates of psychological disorders after intervention were lower than those before intervention (χ^2=56.083, 29.097, 6.841, all P<0.01). In the control group, the detection rates of interpersonal sensitivity and depression after intervention were lower than those before intervention(χ^2=46.338, 5.361, both P<0.05), while the detection rate of anxiety after intervention was higher than that before intervention(χ^2=6.397, P<0.05). Conclusion The mental health status of junior middle school students’ parents should be improved. Compared with regular health education, comprehensive mental health education can better improve the mental health status of parents of junior middle school students.