重庆市特殊教育教师心理健康与社会支持研究  

A Research on Special Educational Teachers' Mental Health and Social Support in Chongqing

作　　者：申仁洪[1] 林欣[2] 

机构地区：[1]重庆师范大学特殊教育学院,重庆400047 [2]重庆市巴蜀小学,重庆400013

出　　处：《中国特殊教育》2007年第6期80-84,共5页Chinese Journal of Special Education

基　　金：全国教育科学规划<随班就读效能化的理论与实践研究>(EHA060210);重庆市教委人文社科重点课题<特殊教育教师专业发展标准与重庆市特殊教育可持续发展研究>(05JWSK046);重庆市哲学社会科学规划青年项目<处境不利儿童生涯发展研究>(05JY09)的阶段性成果。

摘　　要：本研究采用症状自评量表(SCL-90)与社会支持评定量表(SSRS)对重庆市132例特殊教育教师进行调查,利用SPSS统计软件采用t检验与相关性分析对各项指标均数进行统计分析。结果显示重庆市特殊教育教师除敌对因子之外,其余9个因子均明显低于国内成人常模;30岁以上和30岁以下、已婚和未婚、教龄在10年以上和10年以下的特殊教育教师在社会支持评定中的主观支持得分和社会支持总分差异显著;对SCL-90的10个因子得分与SSRS的3个维度得分及总分进行相关系数分析及回归分析,表明社会支持中的客观支持维度与SCL-90中的各个因子相关程度不显著;社会支持总分对强迫症状和抑郁具有显著的预测作用;主观支持对焦虑具有显著的预测作用,主观支持、支持利用度对强迫症状、抑郁和人际关系都有显著的预测度。The Symptom Cheek List - 90（SCL - 90） and Social Support Rating Scales（SSRS） are used to investigate 132 special educational teachers in Chongqing, and the T - test and correlation relativity analysis are adopted to analyze each index mean number with SPSS. The results show that the other 9 factors are significantly lower than those of domestic adult norm, except the factor of hostility. The special educational teachers, who are above and below 30 years old, single and married, the teaching experience more and less than 10 years, have significantly different scores at the subjective support scale and social support in the social support assessment. The author analyzes scores of the 10 factors of SCL - 90 and the 3 scales of SSRS by means of correlative coefficient analysis and regressive analysis, and finds out that there is no significant correlation between objective support scale in social support and each factor in SCL - 90 ; the total score of social support can predict the compulsion and depression; the subjective support can predict anxiety, and subjective support and support availability can predict the compulsion, depression and interpersonal relationships.

关 键 词：重庆市特殊教育教师 心理健康 社会支持 

分 类 号：B849[哲学宗教—应用心理学]