《健康心理学》互动式教学对大学生心理健康的影响

The Effect of Interactive Approach to Teaching Health Psychology on Mental Health Status of College Students

目的探索以互动式教学模式开展的<健康心理学>课程对大学生心理素质的影响,为大学生心理健康教育方法的创新提供依据.方法以2002～2003年度参加<健康心理学>选修课程的医科大学生352人为研究对象,将其分为近期效果组和中期效果组,用应付方式问卷和症状自评量表(SCL-90)研究课程前后大学生心理素质的差异.结果近期效果组在教学前后除合理化和敌对因子外,其余各因子的差异均有显著性(P＜0.05);中期效果组在教学后合理化的得分升高,而幻想、强迫、人际敏感、焦虑、恐怖、偏执、精神病性等因子的得分降低(P＜0.05);2组的变化在解决问题、自责、求助、合理化、强迫、抑郁和焦虑等因子上差异有显著性(P＜0.05).结论从近期效果和中期效果看,以互动式教学模式开展的<健康心理学>课程均有利于提高大学生心理素质,近期效果更为明显.

Objective To explore the effect of interactive approach to teaching health psychology on mental quality of college students, and to provide evidence for innovation in approach to mental health education for college students. Methods Three hundred and fifty-two students who attended health psychology course were divided into short-term group and long-term group. SCL - 90 and Coping Style Questionnaire were used to evaluate the difference in mental health of students before and after the course. Results There were significant differences on all mental health factors except rationalization and hostility in short-term group before and after the course ( P< 0.05). In long-term group, the score on rationalization increased and scores on delusion, obsessive compulsion, interpersonal sensitivity, anxiety, agoraphobia, paranoia and psychotic symptom decreased obviously( P < 0.05). There were significant differences on changes in coping with problems, self-accusation, asking help, rationalization, obsessive compulsion, depression and anxiety between two groups . Conclusion The interactive approach to teaching health psychology is effective in promoting mental health of college students, especially obviously in short-term effect.