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作 者:石丹丹[1] 徐谦[1] 马敏娜 Shi Dandan;Xu Qian;Ma Minna(Guangzhou University of Chinese Medicine,Guangzhou 510006)
机构地区:[1]广州中医药大学,广州510006
出 处:《中医教育》2021年第6期45-48,共4页Education of Chinese Medicine
摘 要:目的掌握中医药院校大学生在校期间的心理健康状况和发展趋势,为有效开展心理健康教育工作提供参考。方法采用心理健康症状自评量表(SCL-90)对某高等中医药院校的831名学生进行连续3年的调查,使用增长混合模型的方法进行分析。结果831名学生从大一到大三,躯体化、抑郁和敌对维度得分呈现先上升后下降趋势,其他各因子得分呈现连续下降趋势。根据增长混合模型分析,大学生的心理健康水平发展趋势分为3类,第1类是下降型,这类学生的心理健康水平随着年级增长而逐年提高,占74.5%;第2类是稳定型,大学三年的心理健康水平都处于比较稳定的状态,占17.7%;第3类是增长型,这部分学生的心理健康水平呈现下降趋势,占7.8%。结论大部分学生的心理健康水平随着年级增长而逐年提高,但是也有部分学生的心理健康水平没有明显提高或者有下降趋势。高校要面对不同学生群体有针对性地开展心理健康教育工作。Objective The research aims at investigating the mental health status and developmental trend of college students in TCM colleges and universities to provide reference for effective mental health education.Methods The mental health symptom Checklist-90(SHS)was used to investigate 831 students in a TCM university for 3 consecutive years,and the growth mixed model was used for analysis.Results The findings show that from freshmen to juniors,the scores of somatization,depression and hostility increase first and then decrease,while the scores of other factors show a continuous downturn.According to the analysis of the growth mixed model,the developmental trend of students’mental health level can be divided into three categories.The first type is the declining type.Students’mental health level of this type is on the rise year by year as they move into higher grades,accounting for 74.5%.The second type is the stable type,and students’mental health level has been in a relatively stable state for three years,accounting for 17.7%.The third type is growth type.The mental health level of these students shows a downward trend,accounting for 7.8%.Conclusion Most students’mental health level increases year by year with the growth of their grades,but some students’mental health level does not significantly improve or shows a downward trend.Colleges and universities should carry out mental health education in according with different groups of students.
分 类 号:G641[文化科学—高等教育学]
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