幼儿教师心理健康与应对方式调查  

A study on the mental health and coping style of kindergarten teachers

作　　者：王燮辞[1] 

机构地区：[1]四川文理学院初等教育系,635000

出　　处：《神经疾病与精神卫生》2011年第4期385-387,共3页Journal of Neuroscience and Mental Health

摘　　要：目的了解幼儿教师的应对方式和心理健康状况。方法以四川某市523例幼儿教师为研究对象，用应对方式问卷（CSQ）和症状自评量表（SCL-90）、非结构式访谈法进行调查。结果城市幼儿教师、中高职称幼儿教师多采用成熟的应对方式，农村幼儿教师、初级职称幼儿教师多采用不成熟的应对方式。幼儿教师SCL-90得分与全国常模比较，除躯体化、焦虑、恐怖、精神病性四因子得分差异有统计学意义外（P〈0．05），其余各因子得分差异无统计学意义（P〉0．05）。城乡幼儿教师在强迫、人际关系敏感、抑郁、焦虑四因子得分差异有统计学意义（P〈0．01）；职称比较，除躯体化、强迫、抑郁得分差异有统计学意义外，其余各因子得分差异无统计学意义（P〉0．05）。结论幼儿教师存在一定的心理健康问题，其应对方式有职称、城乡、幼儿园类别差异。Objective To study the mental health and coping style of kindergarten teachers. Methods Using CSQSCL- 90 Non Structured Interview, we surveyed 523 kindergarten teachers. Results Urban preschool teachers and kindergarten teachers in senior level preferred to take mature coping style. Rural preschool teachers and junior kindergarten teachers tended to use more immature coping style. Problem solving coping style often be tooken by all kindergarten teachers. All factors showed no significant difference （P 〉 0.05） between the score of kindergarten teachers in SCL-- 90 and Chinese norm except somatization anxiety phobiapsychotic （P 〈 0, 05）. Obsession Interpersonal sensitivity depression and anxiety showed significant difference （P 〈 0.01） between urban and rural. All symptoms were not significantly different （P 〈 0.05） except somatization, obsession, and depression （P 〈 0.01） between the professional titles. Conclusions Kindergarten teachers have certain psychological problems, There is professional title urban and rural kindergarten category difference on coping style.

关 键 词：心理健康 应对方式 幼儿教师 非结构式访谈 

分 类 号：R192.6[医药卫生—卫生事业管理]