中小学生手指自伤行为的现状与干预研究
发布时间：2018-11-17 06:56
【摘要】：手指自伤行为是属于自我伤害行为，，通常是人在经历强烈情感痛苦之后做出伤害自己身体的行为，是一种情绪调节行为。手指自伤行为可导致身心发育障碍，且严重影响青少年的身心健康及正常发育和学习，给家庭和社会带来一系列新问题。 为了掌握当前中小学生手指自伤行为的准确情况，探究手指自伤行为发生的情境及原因，提出针对性心理健康干预对策。本研究首先采用开方式访谈重点了解中小学和手指自伤行为的现状，并根据访谈与编制出调查问卷调查相结合的方式，然后用自编的手指自伤行为调查问卷，以宁波市中小学生为对象，进行随机整群分层抽取宁波市中小学生抽样本（有效样本897人）的调查，开展系统研究比较各年级各地域中小学生手指自伤行为的现状，探究中小学生手指自伤行为发生的情境及原因，最后提出对中小学生手指自伤行为进行干预的对策性建议。 得出如下主要结论： （一）中小学生手指自伤行为的发生率较高（24.1%）。 （二）中小学生手指自伤行为的发生存在一定规律。小学低年级段学生的手指自伤行为发生率显著高于其他年级段；在城市就读的学生发生率显著高于在农村就读的学生；寄宿制学校就读生的发生率显著高于在全日制学校就读的学生；从小由保姆抚养长大的学生的发生率显著高于由父母或祖辈抚养的学生。 （三）不同年级段学生在手指自伤行为的发生情境上存在差异。小学阶段学生发生手指自伤行为多在被父母或老师批评和作业较难时发生；而中学阶段学生发生手指自伤行为多在与同学发生矛盾和考试成绩差时发生，且差异具显著。 （四）中小学生手指自伤行为的影响因素有：年级段、地域、学校体制、养育方式。 （五）对中小学生手指自伤行为进行干预的最佳年龄段是小学4－6年级。基于上述调查结果，本研究提出以下对策： （一）学生个体的微观对策：开展“习得情绪管理技能”和“应用问题解决疗法”； （二）家庭层面的中观对策：开展行为治疗、系统家庭治疗和支持性心理治疗； （三）学校管理层面的宏观对策：切实开展全面课程制、多途径开展实践活动和进一步减轻学生学业负担等。
[Abstract]:Finger self-injury is a kind of self-harming behavior, which is usually a kind of emotional regulation behavior, which is a kind of behavior of hurting one's own body after experiencing intense emotional pain. Finger self-injury behavior can lead to physical and mental development disorders, and seriously affect the physical and mental health of adolescents and normal development and learning, and bring a series of new problems to the family and society. In order to understand the accurate situation of finger self-injury behavior of primary and middle school students, to explore the situation and reasons of finger self-injury behavior, and to put forward the countermeasures of psychological health intervention. In this study, we first use open interview to understand the current situation of self-injury behavior in primary and secondary schools and fingers, and combine the interview with the questionnaire, then we use the self-designed questionnaire to investigate the self-injury behavior of fingers. Taking primary and middle school students in Ningbo as objects, random cluster stratified sampling of primary and middle school students (effective sample 897) was carried out, and a systematic study was carried out to compare the current situation of finger self-injury behavior of primary and middle school students in different grades and regions. To explore the situation and causes of finger self-injury behavior of primary and middle school students, and finally to put forward countermeasures to intervene the finger self-injury behavior of primary and middle school students. The main conclusions are as follows: (1) the incidence of finger self-injury in primary and middle school students is higher (24. 1%). (2) the occurrence of finger self-injury in primary and middle school students is regular. The incidence of finger self-injury was significantly higher in primary school students in lower grades than in other grades, and in urban students was significantly higher than that in rural students. The incidence of boarding students in boarding schools is significantly higher than that in full-time schools, and that of students raised by nannies is significantly higher than that of students raised by parents or grandparents. (3) there are differences in the occurrence situation of finger self-injury among different grades. The behavior of finger self-injury occurs in primary school students when they are criticized by their parents or teachers and when their homework is difficult, while in middle school students the behavior of finger self-injury occurs when they are in contradiction with their classmates and when their examination results are poor, and the difference is significant. (4) the influencing factors of finger self-injury in primary and middle school students are grade segment, region, school system and rearing style. (5) the best age for intervention of finger self-injury in primary and middle school students is grade 4-6. Based on the above findings, this study proposes the following countermeasures: (1) the microcosmic strategies of individual students: to carry out "acquisition of emotion management skills" and "applied problem-solving therapy"; (II) Medium-level responses at the family level: behavioural therapy, systematic family therapy and supportive psychotherapy; (3) the macro countermeasures of school management: to carry out the comprehensive curriculum system, to carry out practical activities and to further lighten the students' academic burden.
【学位授予单位】：宁波大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G448
本文编号：2336864
[Abstract]:Finger self-injury is a kind of self-harming behavior, which is usually a kind of emotional regulation behavior, which is a kind of behavior of hurting one's own body after experiencing intense emotional pain. Finger self-injury behavior can lead to physical and mental development disorders, and seriously affect the physical and mental health of adolescents and normal development and learning, and bring a series of new problems to the family and society. In order to understand the accurate situation of finger self-injury behavior of primary and middle school students, to explore the situation and reasons of finger self-injury behavior, and to put forward the countermeasures of psychological health intervention. In this study, we first use open interview to understand the current situation of self-injury behavior in primary and secondary schools and fingers, and combine the interview with the questionnaire, then we use the self-designed questionnaire to investigate the self-injury behavior of fingers. Taking primary and middle school students in Ningbo as objects, random cluster stratified sampling of primary and middle school students (effective sample 897) was carried out, and a systematic study was carried out to compare the current situation of finger self-injury behavior of primary and middle school students in different grades and regions. To explore the situation and causes of finger self-injury behavior of primary and middle school students, and finally to put forward countermeasures to intervene the finger self-injury behavior of primary and middle school students. The main conclusions are as follows: (1) the incidence of finger self-injury in primary and middle school students is higher (24. 1%). (2) the occurrence of finger self-injury in primary and middle school students is regular. The incidence of finger self-injury was significantly higher in primary school students in lower grades than in other grades, and in urban students was significantly higher than that in rural students. The incidence of boarding students in boarding schools is significantly higher than that in full-time schools, and that of students raised by nannies is significantly higher than that of students raised by parents or grandparents. (3) there are differences in the occurrence situation of finger self-injury among different grades. The behavior of finger self-injury occurs in primary school students when they are criticized by their parents or teachers and when their homework is difficult, while in middle school students the behavior of finger self-injury occurs when they are in contradiction with their classmates and when their examination results are poor, and the difference is significant. (4) the influencing factors of finger self-injury in primary and middle school students are grade segment, region, school system and rearing style. (5) the best age for intervention of finger self-injury in primary and middle school students is grade 4-6. Based on the above findings, this study proposes the following countermeasures: (1) the microcosmic strategies of individual students: to carry out "acquisition of emotion management skills" and "applied problem-solving therapy"; (II) Medium-level responses at the family level: behavioural therapy, systematic family therapy and supportive psychotherapy; (3) the macro countermeasures of school management: to carry out the comprehensive curriculum system, to carry out practical activities and to further lighten the students' academic burden.
【学位授予单位】：宁波大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G448
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