家庭功能干预对中学生心理健康状况的影响  

Effect of the family function intervention on mental health status of middle school students

作　　者：杨菁 柳铭心 张兴利[3,4] YANG Jing;LIU Mingxin;ZHAGN Xingli(Information Health Department,Xi'an NO.70 Middle School,Xi'an(710000),Shaanxi Province,China)

机构地区：[1]西安市第七十中学信息健康组,陕西710000 [2]中国儿童中心家庭教育部 [3]中国科学院心理研究所 [4]中国科学院大学心理学系

出　　处：《中国学校卫生》2025年第1期78-81,共4页Chinese Journal of School Health

基　　金：国家重点研发计划重点专项资助项目(2023YFC3341301);北京市教育学会“十四五”教育科研课题2021年度重点课题(CYZD2021-015)。

摘　　要：目的探索家庭功能干预对中学生心理健康状况的影响效果,为促进青少年心理健康发展提供参考。方法2023年10月至2024年1月,招募某中学初二年级某班学生的44个家庭作为研究对象,采用抽签法分为干预组(n=21)及对照组(n=23)。两组家庭均参与日常学校各类活动和学习,干预组家庭额外参与10节线上家庭功能干预课程;采用家庭功能评定量表(FAD)、中学生心理健康量表(MSSMHS)作为评估工具。采用Pearson相关分析中学生FAD总分与MSSMHS总均分的相关性,使用重复测量方差分析干预前后FAD各维度得分变化。结果中学生FAD总分与MSSMHS总均分呈正相关(r=0.44,P<0.01)。干预前,干预组和对照组FAD总分[(143.19±16.05)(144.87±22.40)分]、MSSMHS总均分[(1.69±0.46)(1.77±0.59)分]差异均无统计学意义(t值分别为0.28,0.53,P值均>0.05)。干预后,干预组和对照组FAD总分的时间、组别主效应及时间与组别的交互作用均有统计学意义(F值分别为11.87,7.26,11.04,P值均<0.05);进一步简单效应分析发现,干预组后测FAD总分[(121.71±16.01)分]比前测下降21.48分,且低于对照组后测总分[(144.47±17.71)分],差异均有统计学意义(t值分别为4.68,4.11,P值均<0.05)。干预组和对照组MSSMHS总均分的组别主效应有统计学意义(F=8.45,P<0.05),时间主效应无统计学意义(F=1.68,P>0.05);进一步对比分析发现,干预组后测MSSMHS总均分[(1.34±0.23)分]低于对照组后测总分[(1.85±0.52)分](t=3.48,P<0.01)。结论家庭功能干预可提升中学生的心理健康状况,应积极采取相关措施促进青少年心理健康发展。Objective To explore the impact of family function intervention on mental health status of middle school students,so as to provide the reference for promoting adolescent mental health.Methods From October 2023 to January 2024,44 families from grade 2 of one junior high school were recruited.They were randomly divided into an intervention group(n=21)and a control group(n=23)using a simple random sampling method.Both groups of families participated in various daily school activities and learning,but the intervention group of families also participated in 10 online family function intervention courses.Family Assessment Device(FAD)and the Middle School Student Mental Health Scale(MSSMHS)were used as evaluation tools.Pearson correlation analysis was used to test the correlation between FAD total scores of middle school students and the total mean scores of MSSMHS,and repeated-measures ANOVA was used to analyze FAD scores changes in various dimensions before and after intervention.Results The total score of FAD in middle school students was positively correlated with the total average score of MSSMHS(r=0.44,P<0.01).Before intervention,there was no statistically significant difference in the FAD scores(intervention group:143.19±16.05,control group:144.87±22.40)and MSSMHS total average scores(intervention group:1.69±0.46,control group:1.77±0.59)between the two groups(t=0.28,0.53,P>0.05).After intervention,the main effect of time,group,and time-group interaction of the interventions on the FAD total scores between the intervention group and the control group were statistically significant(F=11.87,7.26,11.04,P<0.05).Further simple effects analysis revealed that the post-test FAD total score of the intervention group(121.71±16.01)decreased by 21.48 points compared to the pre-test and was lower than the post-test total score of the control group(144.47±17.71),with statistically significant differences(t=4.68,4.11,P<0.05).The main effect of the group on the total mean MSSMHS score between the intervention and control gr

关 键 词：家庭 干预性研究 精神卫生 方差分析 学生 

分 类 号：G78[文化科学—教育学] G444[哲学宗教—心理学] R179[哲学宗教—发展与教育心理学]