职业高中生自杀意念预测因素的探索分析

Exploration and Analysis of Predictors of Suicidal Ideation in Vocational High School Students

目的:分析职业高中生自杀意念现状,探索职业高中生自杀意念与非自杀性自伤行为、亲子沟通、师生关系、校园欺凌等相关因素及其低阶因子的关系,为构建职业高中生自杀预防干预体系提供参考。方法:使用自编人口学问卷、青少年自杀意念量表、非自杀性自伤行为问卷、亲子沟通问卷、师生关系评价量表和Olweus被欺凌量表对深圳市某职业技术学校537名学生进行团体施测,采用t检验、相关分析、逐步多元回归分析和阶层回归分析等方法。结果:1) 自杀意念在性别、是否独生、是否转学、年级等人口学分布上无显著差异。2) 自杀意念与各高阶因子均显著相关,分别为非自杀性自伤行为(r = 0.435)、亲子沟通(r = −0.430)、师生关系(r = −0.317)、校园欺凌(r = 0.204);代表性的低阶因子与自杀意念的相关水平呈现出与高阶因子相似的分布,分别为无明显组织损伤(r = 0.439)、开放性程度(r = −0.451)、教师接近难易程度(r = −0.326)、言语欺凌(r = 0.171)和间接欺凌(r = 0.197)。3) 非自杀性自伤行为、亲子沟通、师生关系、校园欺凌对自杀意念的回归显著(R2 = 0.328)。4) 非自杀性自伤行为、亲子沟通、师生关系、校园欺凌分别各有一个低阶因子(无明显组织损伤、开放性程度、教师接近难易程度、言语欺凌)对自杀意念回归显著(R2 = 0.342)。结论:内隐性低阶因子(无明显组织损伤、开放性程度、教师接近难易程度、言语欺凌)对自杀意念的预测效应最为显著。在职业高中生自杀预防干预体系中,建议重点关注内隐性的预警因素,如无明显组织损伤类型的自伤行为和遭受言语欺凌情况;加强建设内隐性的保护因素,如教师对学生的可接近程度和亲子沟通的开放性程度。

Objective: To analyze the current situation of suicidal ideation in vocational high school students, and explore the relationship between suicidal ideation and non-suicidal self-injurious behavior (NSSI), parent-child communication, teacher-student relationship, school bullying and their low-order factors, so as to provide a reference for the construction of suicide prevention intervention system in vocational high school students. Methods: A total of 537 students from a vocational high school in Shenzhen were tested by using a demographic questionnaire, Chinese Revision of Positive and Negative Suicide Ideation in High School Students, Adolescent Non-Suicidal Self-Injury Assessment Questionnaire, Parent-Adolescent Communication Scale, Teacher-Students Relationship Evaluation Scale, and Revised Olweus Bully/Victim Questionnaire;t-test, correlation analysis and stepwise multiple regression analysis and hierarchical regression analysis were applied. Results: 1) There was no significant difference in the demographic distribution of suicide ideation, such as gender, only child, school transfer and grade. 2) Suicidal ideation was significantly correlated with high-order factors, including NSSI (r = 0.435), parent-child communication (r = −0.430), teacher-student relationship (r = −0.317), and school bullying (r = 0.204). The representative low-order factors showed similar distribution to the high-order factors, which were no obvious tissue damage of NSSI (r = 0.439), openness (r = −0.451), accessibility of teachers (r = −0.326), verbal bullying (r = 0.171) and indirect bullying (r = 0.197). 3) NSSI, parent-child communication, teacher-student relationship and school bullying had significant regression to suicidal ideation (R2 = 0.328). 4) NSSI, parent-child communication, teacher-student relationship and school bullying respectively had a low-order factor (no obvious tissue damage, openness, teacher accessibility, verbal bullying) with significant regression to suicidal ideation (R2 = 0.342). Conclusion: Implicit low-order factors (no obvious tissue damage, openness, teacher accessibility, verbal bullying) have the most significant predictive effect on suicidal ideation. In the suicide prevention intervention system for vocational high school students, it is suggested to focus on the implicit warning factors, such as NSSI without obvious tissue injury and verbal bullying, and strengthen the con-struction of implicit protective factors, such as the accessibility of teachers to students and the openness of parent-child communication.