专业学位研究生心理健康及教育方案探索
发布时间：2018-08-31 15:59
【摘要】：研究目的专业学位研究生是研究生群体中一个重要且特殊的群体。自2009年全日制专业学位研究生扩招以来,专业学位研究生教育蓬勃发展。据官方数据显示,2015年全日制专业学位研究生人数25.2万人,占硕士研究生总人数的44%,专业学位研究生已成为研究生人群重要组成部分。专业学位研究生作为高校特殊的、新兴的高知群体,在面临课程学习、课题研究、论文答辩和择业就业等诸多任务的同时,还须参与见习实习,致使课题研究时间大大减少,职业期望与现实存在一定落差,这无形会给其心理带来较大影响。部分专业学位研究生存在焦虑、抑郁等心理疾病,甚至有自杀[1]、伤害他人等破坏社会稳定的极端行为[2]。既往研究主要关注学术学位研究生心理健康,专业学位研究生研究较少。因此,本研究以专业学位研究生为研究对象,分析其心理健康特点及影响因素,围绕该人群心理健康需求,探索专业学位研究生心理健康教育方案,为专业学位研究生心理健康教育提供参考。对象和方法整群抽取重庆市三所高校941名专业学位研究生为研究对象,采用症状自评量表(Symptom Checklist 90,SCL-90)、特质焦虑问卷(Trait Anxiety Inventory,Form Y-B,T-AI)、焦虑自评量表(Self-rating Anxiety Scale,SAS)、抑郁自评量表(Self-rating Depres-sion Scale,SDS)、艾森克人格问卷(Eysenck Personality Questionnaire,EPQ)、一般自我效能感表(General Self-Efficacy Scale,GSES)、大学生人际关系综合诊断量表(Interpersonal Comprehensive Diagnostic Scale,ICDS)和人际交往能力问卷(Interpersonal Competence Questionnaire,ICQ)为测评工具,对专业学位研究生的心理健康状况、情绪、人格特点、自我效能感、和人际关系进行探讨。同时,调查分析专业学位研究生心理健康需求特点。在此基础上通过对专家、导师和研究生咨询,初步构建专业学位研究生心理健康教育方案。结果1.专业学位研究生心理健康特点(1)总体特点:专业学位研究生心理问题检出率11.11%;抑郁症状阳性率8.5%,焦虑症状阳性率2.6%;性格类型:外向型25.08%、中间型51.11%、内向型23.81%;情绪稳定度:稳定型28.25%、中间型49.84%、不稳定型21.91%;自信心低的人数占0.20%,自信心较低15.45%,自信心较高73.37%,自信心高10.98%。(2)性别特点:女性研究生EPQ精神质因子得分显著低于男性(P0.05)。(3)年龄特点:“≥30岁”研究生SCL-90躯体化、强迫、人际敏感、焦虑、敌对、偏执、精神病性因子得分和总均分显著高于“≤24岁”和“25-29岁”(P0.01,0.05),抑郁因子得分显著高于“≤24岁”(P0.01,P0.05),SAS和SDS得分分别显著高于“25-29岁”和“≤24岁”组(P0.05),“25-29岁”SAS分显著高于“≤24岁”(P0.05);“≥30岁”内外向因子得分显著低于“≤24岁”和“25-29岁”。(4)学历层次特点:博士研究生SCL-90躯体化和强迫因子得分显著高于硕士(P0.05)。(5)年级特点:三年级研究生SCL-90各因子得分和总均分均显著高于一年级,敌对、偏执因子得分和总均分显著高于二年级(P0.05);SAS和SDS分显著高于一年级(P0.05)。(6)子女结构特点:独生子女研究生EPQ内外向因子得分显著高于非独生子女(P0.05),掩饰性因子得分显著低于非独生子女(P0.05)。(7)环境适应特点:环境适应良好的研究生SCL-90各因子得分和总均分,以及TAI、SAS、SDS得分均显著低于适应较差的研究生(P0.05,0.01),内外向和掩饰性因子得分显著高于适应较差的研究生(P0.05),神经质因子得分显著低于适应较差的研究生(P0.05);自我效能感得分显著高于适应较差的研究生(P0.05);(8)集体氛围特点:除恐怖因子外,和睦氛围的研究生SCL-90各因子得分和总均分显著低于争吵氛围(P0.05),TAI、SAS、SDS分显著高于争吵氛围(P0.05),内外向因子得分显著高于争吵氛围(P0.05),精神质因子得分显著低于争吵氛围(P0.05);和睦氛围组自我效能感得分显著高于争吵氛围(P0.05)。(9)导师态度特点:除躯体化和偏执因子外,导师关心较多的研究生SCL-90各因子得分和总均分,以及TAI得分显著低于关心较少的(P0.05);EPQ内外向和掩饰性因子得分显著高于关心较少的研究生(P0.05),神经质显著低于关心较少的(P0.05);自我效能感得分显著高于关心较少的(P0.05)。(10)辅导员态度特点:辅导员关心较多的自我效能感得分显著高于关心较少的研究生(P0.05)。(11)同学态度特点:同学关心较多的研究生自我效能感得分显著高于关心较少的(P0.05)。(12)人际交往特点:“好朋友3-5个”研究生EPQ精神病性因子得分显著低于“没有好朋友”组(P0.05)。2.专业学位研究生人际关系特点(1)总体特点:人际关系困扰较少占72.15%、轻度困扰17.28%、中度困扰9.96%、重度困扰0.61%;人际交往能力高分组8.94%、一般组63.01%、低分组28.05%。(2)性别特点:男性研究生与异性交往困扰因子得分显著高于女性(P0.01);男性情感支持因子得分显著低于女性(P0.01)。(3)子女结构特点:独生子女研究生人际交往能力总分和人际关心建立、适度拒绝、自我暗示因子得分显著高于非独生子女(P0.05,0.01)。(4)家庭结构特点:双亲家庭研究生情感支持因子得分显著高于单亲及其他家庭(P0.05)。(5)环境适应特点:适应较好的研究生人际困扰总分和各因子得分显著低于适应较差的研究生(P0.05,0.01);人际交往能力总分和各因子得分均显著高于适应较差的研究生(P0.05,0.01)。(6)集体氛围特点:和睦氛围的研究生人际困扰总分、交际困扰和待人接物困扰因子得分显著低于争吵氛围(P0.05)。(7)导师态度特点:导师关心较多的人际困扰总分和交谈困扰因子得分显著低于关心较少的研究生;人际交往能力总分和人际关系建立因子得分显著高于关心较少的(P0.05,0.01)。(8)辅导员态度特点:辅导员关心较多的人际困扰总分和交谈困扰因子得分显著低于关心较少的(P0.05)。(9)同学态度特点:同学关心较多的人际困扰总分和交谈困扰、交际困扰和待人接物困扰因子得分显著低于受到关心较少的(P0.05,0.01);人际交往能力总分和各因子得分均显著高于受到关心较少的研究生(P0.05,0.01)。3.专业学位研究生心理健康需求特点认为需要心理健康服务的研究生占29.1%。专业学位研究生最常见的心理问题依次是学习压力问题(88.3%)、就业去向问题(60.2%)、情绪问题(58.6%)、情感问题(57.8%)和人际交往问题(54.7%)等。影响专业学位研究生心理问题的主要因素是学习时间与其它活动时间矛盾(54.0%)、自我调节能力差(54.0%)、经济问题(51.6%)、就业压力大(42.9%)、对自我的认识不明确(42.1%)、与导师需求矛盾(30.6%)等。专业学位研究生认为最适合自己的心理健康服务方式为:与心理专业人员交流(58.2%)、心理健康讲座(55.2%)、个别心理咨询(44.0%)、阅读影视等(37.3%)、网络心理咨询(33.6%)。专业学位研究生认为最需要开展的心理健康教育内容主要是心理矛盾和冲突(61.9%)、情绪与压力管理(60.4%)、人际交往心理调适(52.2%)、心理学常识(42.5%)、婚恋心理调适(41.8%)等。4.专业学位研究生心理健康教育方案立足专业学位研究生心理健康特点,结合心理健康需求,通过对专家、导师和研究生咨询,构建专业学位研究生心理健康教育方案,共包含1个级指标、10个二级指标和30个三级指标。结论1.专业学位研究生心理健康、情绪、人格特点、自我效能感、人际关系存在明显的人群特点,需关注专业学位研究生心理健康。2.开展专业学位研究生心理健康教育应充分考虑该人群的差异性和心理健康需求特点。3.专业学位研究生心理健康教育方案包含1个级指标、10个二级指标和30个三级指标。
[Abstract]:Professional degree postgraduates are an important and special group of postgraduates. Since the enrollment expansion of full-time professional degree postgraduates in 2009, professional degree postgraduate education has flourished. According to official data, the number of full-time professional degree postgraduates in 2015 was 252,000, accounting for 44% of the total number of postgraduates, and professional science. Graduate students have become an important part of the graduate population. As a special and emerging high-knowledge group in Colleges and universities, professional graduate students have to take part in internship while facing many tasks such as curriculum learning, subject research, thesis defense and employment, resulting in greatly reduced research time, career expectations and reality. Some professional degree postgraduates have anxiety, depression and other psychological diseases, and even have extreme behaviors that destroy social stability, such as suicide [1], hurting others [2]. Past research mainly focused on the mental health of academic degree postgraduates, but less on professional degree postgraduates. This paper analyzes the characteristics and influencing factors of mental health of professional degree postgraduates, explores the mental health education program of professional degree postgraduates around their mental health needs, and provides reference for mental health education of professional degree postgraduates. Subjects were assessed with Symptom Checklist 90 (SCL-90), Trait Anxiety Inventory (Trait Anxiety Inventory, Form Y-B, T-AI), Self-rating Anxiety Scale (SAS), Self-rating Depres sion Scale (SDS), Eysenck Personality Questionnaire (EPQ). The General Self-Efficacy Scale (GSES), the Interpersonal Comprehensive Diagnostic Scale (ICDS) and the Interpersonal Competence Questionnaire (ICQ) were used to assess the mental health, emotions, personality traits, and self-esteem of professional degree graduates. On this basis, through consultation with experts, tutors and postgraduates, a preliminary mental health education program for professional degree postgraduates was constructed. Results 1. The characteristics of mental health of professional degree postgraduates (1) Overall characteristics: professional degree research The detection rate of psychological problems was 11.11%; the positive rate of depressive symptoms was 8.5%; the positive rate of anxiety symptoms was 2.6%; the personality types: extroversion type 25.08%; intermediate type 51.11%; introversion type 23.81%; emotional stability: stable type 28.25%; intermediate type 49.84%; unstable type 21.91%; low self-confidence was 0.20%; low self-confidence was 15.45%; high self-confidence was 73.37%; high self-confidence was 10.81%; (3) Age characteristics: SCL-90 somatization, obsessive-compulsive, interpersonal sensitivity, anxiety, hostility, paranoia, psychotic factor scores and total mean scores were significantly higher than those of'<24 years old'and'<25-29 years old'' (P 0.01, 0.05), and depression factor scores were significant. The scores of SAS and SDS were significantly higher than those of "25-29 years old" and "24 years old" (P 0.05), "25-29 years old" SAS scores were significantly higher than those of "24 years old" (P 0.05); "30 years old" introversion and extroversion factor scores were significantly lower than those of "24 years old" (P 0.05); (4) Educational level characteristics of doctoral students: SCL-90 somatization and "25-29 years old" (P 0.05). The score of obsessive-compulsive factors was significantly higher than that of master's (P 0.05). (5) Grade characteristics: Grade three graduate students'scores of SCL-90 were significantly higher than that of grade one, hostile, paranoid and total mean scores were significantly higher than that of grade two (P 0.05); SAS and SDS scores were significantly higher than that of grade one (P 0.05). (6) Child structure characteristics: Only-child graduate students' EPQ introversion and extroversion. The scores of factors were significantly higher than those of non-only children (P 0.05), and the scores of disguising factors were significantly lower than those of non-only children (P 0.05). (7) Environmental adaptation characteristics: The scores of SCL-90, TAI, SAS and SDS of graduates with good environmental adaptation were significantly lower than those of graduates with poor adaptation (P 0.05, 0.01). The scores of neuroticism factors were significantly higher than those of poorly adapted postgraduates (P 0.05). The scores of self-efficacy were significantly higher than those of poorly adapted postgraduates (P 0.05). (8) Characteristics of collective atmosphere: Except for terror factors, the scores of SCL-90 in harmonious atmosphere were significantly lower than those in arguing atmosphere (P 0.05). TAI, SAS, SDS scores were significantly higher than arguing atmosphere (P 0.05), introversion and extroversion factor scores were significantly higher than arguing atmosphere (P 0.05), psychoticism factor scores were significantly lower than arguing atmosphere (P 0.05); harmony atmosphere group self-efficacy scores were significantly higher than arguing atmosphere (P 0.05). (9) mentors'attitudes: except somatization and paranoia, mentors were more concerned about. The scores of SCL-90 and TAI were significantly lower than those of less caring (P 0.05); the scores of EPQ introversion, extroversion and disguise were significantly higher than those of less caring (P 0.05), and the scores of neuroticism were significantly lower than those of less caring (P 0.05); the scores of self-efficacy were significantly higher than those of less caring (P 0.05). (10) Attitudinal characteristics of counselors: The scores of counselors'self-efficacy with more concern were significantly higher than those with less concern (P 0.05). Good friends group (P 0.05). 2. General characteristics of interpersonal relationship of professional degree graduates (1) General characteristics: less interpersonal distress accounted for 72.15%, mild distress 17.28%, moderate distress 9.96%, severe distress 0.61%; high interpersonal communication ability group 8.94%, general group 63.01%, low group 28.05%. (2) Gender characteristics: male graduate students and heterosexual communication distress factor scores. The score of male emotional support factor was significantly lower than that of female (P 0.01). (3) Children structure characteristics: the total score of interpersonal communication ability and interpersonal care establishment, moderate refusal, self-suggestion factor score was significantly higher than that of non-only children (P 0.05, 0.01). (4) Family structure characteristics: emotional relationship of two-parent family graduate students. The scores of supporting factors were significantly higher than those of single parents and other families (P 0.05). (5) Characteristics of environmental adaptation: The scores of interpersonal distress and other factors of better-adapted postgraduates were significantly lower than those of poorer-adapted postgraduates (P 0.05, 0.01); the scores of interpersonal communication ability and other factors were significantly higher than those of poorer-adapted postgraduates (P 0.05, 0.01). Characteristics: The scores of interpersonal distress, interpersonal distress and interpersonal distress were significantly lower than those of arguing (P (8) Counselors'attitudinal characteristics: Counselors' total scores of interpersonal distress and conversational distress were significantly lower than those with less concern (P 0.05). (9) Students'attitudinal characteristics: students' total scores of interpersonal distress and conversational distress, communication distress and interpersonal distress and interpersonal distress and interpersonal distress and interpersonal distress and interpersonal distress and interpersonal distress and interpersonal distress and interpersonal distress and interpersonal Distr The scores were significantly lower than those of the less concerned (P 0.05, 0.01); the total scores of interpersonal communication ability and the scores of each factor were significantly higher than those of the less concerned postgraduates (P 0.05, 0.01). 3. 29.1% of the postgraduates with professional degrees believed that they needed mental health services according to the characteristics of their mental health needs. The main factors affecting the psychological problems of graduate students are the contradiction between study time and other activities time (54.0%), poor self-regulation ability (54.0%), economic problems (51.6%) and employment pressure (4.0%). Professional degree postgraduates think that the most suitable mental health service is to communicate with psychological professionals (58.2%), give lectures on mental health (55.2%), give individual psychological counseling (44.0%), read movies and television (37.3%) and network psychological counseling (33.6%). Postgraduates believe that the most important contents of mental health education are psychological contradictions and conflicts (61.9%), emotional and stress management (60.4%), interpersonal psychological adjustment (52.2%), psychological common sense (42.5%), marriage and love psychological adjustment (41.8%). According to the needs of mental health, a mental health education program for professional degree postgraduates was constructed by consulting experts, tutors and postgraduates. It contains 1-level indicators, 10 second-level indicators and 30 third-level indicators. Mental health of professional degree postgraduates should be paid attention to. 2. Mental health education of professional degree postgraduates should fully consider the differences and characteristics of their mental health needs. 3. Mental health education program for professional degree postgraduates includes 1-level indicators, 10 second-level indicators and 30 third-level indicators.
【学位授予单位】：第三军医大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G444
本文编号：2215473
[Abstract]:Professional degree postgraduates are an important and special group of postgraduates. Since the enrollment expansion of full-time professional degree postgraduates in 2009, professional degree postgraduate education has flourished. According to official data, the number of full-time professional degree postgraduates in 2015 was 252,000, accounting for 44% of the total number of postgraduates, and professional science. Graduate students have become an important part of the graduate population. As a special and emerging high-knowledge group in Colleges and universities, professional graduate students have to take part in internship while facing many tasks such as curriculum learning, subject research, thesis defense and employment, resulting in greatly reduced research time, career expectations and reality. Some professional degree postgraduates have anxiety, depression and other psychological diseases, and even have extreme behaviors that destroy social stability, such as suicide [1], hurting others [2]. Past research mainly focused on the mental health of academic degree postgraduates, but less on professional degree postgraduates. This paper analyzes the characteristics and influencing factors of mental health of professional degree postgraduates, explores the mental health education program of professional degree postgraduates around their mental health needs, and provides reference for mental health education of professional degree postgraduates. Subjects were assessed with Symptom Checklist 90 (SCL-90), Trait Anxiety Inventory (Trait Anxiety Inventory, Form Y-B, T-AI), Self-rating Anxiety Scale (SAS), Self-rating Depres sion Scale (SDS), Eysenck Personality Questionnaire (EPQ). The General Self-Efficacy Scale (GSES), the Interpersonal Comprehensive Diagnostic Scale (ICDS) and the Interpersonal Competence Questionnaire (ICQ) were used to assess the mental health, emotions, personality traits, and self-esteem of professional degree graduates. On this basis, through consultation with experts, tutors and postgraduates, a preliminary mental health education program for professional degree postgraduates was constructed. Results 1. The characteristics of mental health of professional degree postgraduates (1) Overall characteristics: professional degree research The detection rate of psychological problems was 11.11%; the positive rate of depressive symptoms was 8.5%; the positive rate of anxiety symptoms was 2.6%; the personality types: extroversion type 25.08%; intermediate type 51.11%; introversion type 23.81%; emotional stability: stable type 28.25%; intermediate type 49.84%; unstable type 21.91%; low self-confidence was 0.20%; low self-confidence was 15.45%; high self-confidence was 73.37%; high self-confidence was 10.81%; (3) Age characteristics: SCL-90 somatization, obsessive-compulsive, interpersonal sensitivity, anxiety, hostility, paranoia, psychotic factor scores and total mean scores were significantly higher than those of'<24 years old'and'<25-29 years old'' (P 0.01, 0.05), and depression factor scores were significant. The scores of SAS and SDS were significantly higher than those of "25-29 years old" and "24 years old" (P 0.05), "25-29 years old" SAS scores were significantly higher than those of "24 years old" (P 0.05); "30 years old" introversion and extroversion factor scores were significantly lower than those of "24 years old" (P 0.05); (4) Educational level characteristics of doctoral students: SCL-90 somatization and "25-29 years old" (P 0.05). The score of obsessive-compulsive factors was significantly higher than that of master's (P 0.05). (5) Grade characteristics: Grade three graduate students'scores of SCL-90 were significantly higher than that of grade one, hostile, paranoid and total mean scores were significantly higher than that of grade two (P 0.05); SAS and SDS scores were significantly higher than that of grade one (P 0.05). (6) Child structure characteristics: Only-child graduate students' EPQ introversion and extroversion. The scores of factors were significantly higher than those of non-only children (P 0.05), and the scores of disguising factors were significantly lower than those of non-only children (P 0.05). (7) Environmental adaptation characteristics: The scores of SCL-90, TAI, SAS and SDS of graduates with good environmental adaptation were significantly lower than those of graduates with poor adaptation (P 0.05, 0.01). The scores of neuroticism factors were significantly higher than those of poorly adapted postgraduates (P 0.05). The scores of self-efficacy were significantly higher than those of poorly adapted postgraduates (P 0.05). (8) Characteristics of collective atmosphere: Except for terror factors, the scores of SCL-90 in harmonious atmosphere were significantly lower than those in arguing atmosphere (P 0.05). TAI, SAS, SDS scores were significantly higher than arguing atmosphere (P 0.05), introversion and extroversion factor scores were significantly higher than arguing atmosphere (P 0.05), psychoticism factor scores were significantly lower than arguing atmosphere (P 0.05); harmony atmosphere group self-efficacy scores were significantly higher than arguing atmosphere (P 0.05). (9) mentors'attitudes: except somatization and paranoia, mentors were more concerned about. The scores of SCL-90 and TAI were significantly lower than those of less caring (P 0.05); the scores of EPQ introversion, extroversion and disguise were significantly higher than those of less caring (P 0.05), and the scores of neuroticism were significantly lower than those of less caring (P 0.05); the scores of self-efficacy were significantly higher than those of less caring (P 0.05). (10) Attitudinal characteristics of counselors: The scores of counselors'self-efficacy with more concern were significantly higher than those with less concern (P 0.05). Good friends group (P 0.05). 2. General characteristics of interpersonal relationship of professional degree graduates (1) General characteristics: less interpersonal distress accounted for 72.15%, mild distress 17.28%, moderate distress 9.96%, severe distress 0.61%; high interpersonal communication ability group 8.94%, general group 63.01%, low group 28.05%. (2) Gender characteristics: male graduate students and heterosexual communication distress factor scores. The score of male emotional support factor was significantly lower than that of female (P 0.01). (3) Children structure characteristics: the total score of interpersonal communication ability and interpersonal care establishment, moderate refusal, self-suggestion factor score was significantly higher than that of non-only children (P 0.05, 0.01). (4) Family structure characteristics: emotional relationship of two-parent family graduate students. The scores of supporting factors were significantly higher than those of single parents and other families (P 0.05). (5) Characteristics of environmental adaptation: The scores of interpersonal distress and other factors of better-adapted postgraduates were significantly lower than those of poorer-adapted postgraduates (P 0.05, 0.01); the scores of interpersonal communication ability and other factors were significantly higher than those of poorer-adapted postgraduates (P 0.05, 0.01). Characteristics: The scores of interpersonal distress, interpersonal distress and interpersonal distress were significantly lower than those of arguing (P (8) Counselors'attitudinal characteristics: Counselors' total scores of interpersonal distress and conversational distress were significantly lower than those with less concern (P 0.05). (9) Students'attitudinal characteristics: students' total scores of interpersonal distress and conversational distress, communication distress and interpersonal distress and interpersonal distress and interpersonal distress and interpersonal distress and interpersonal distress and interpersonal distress and interpersonal distress and interpersonal distress and interpersonal Distr The scores were significantly lower than those of the less concerned (P 0.05, 0.01); the total scores of interpersonal communication ability and the scores of each factor were significantly higher than those of the less concerned postgraduates (P 0.05, 0.01). 3. 29.1% of the postgraduates with professional degrees believed that they needed mental health services according to the characteristics of their mental health needs. The main factors affecting the psychological problems of graduate students are the contradiction between study time and other activities time (54.0%), poor self-regulation ability (54.0%), economic problems (51.6%) and employment pressure (4.0%). Professional degree postgraduates think that the most suitable mental health service is to communicate with psychological professionals (58.2%), give lectures on mental health (55.2%), give individual psychological counseling (44.0%), read movies and television (37.3%) and network psychological counseling (33.6%). Postgraduates believe that the most important contents of mental health education are psychological contradictions and conflicts (61.9%), emotional and stress management (60.4%), interpersonal psychological adjustment (52.2%), psychological common sense (42.5%), marriage and love psychological adjustment (41.8%). According to the needs of mental health, a mental health education program for professional degree postgraduates was constructed by consulting experts, tutors and postgraduates. It contains 1-level indicators, 10 second-level indicators and 30 third-level indicators. Mental health of professional degree postgraduates should be paid attention to. 2. Mental health education of professional degree postgraduates should fully consider the differences and characteristics of their mental health needs. 3. Mental health education program for professional degree postgraduates includes 1-level indicators, 10 second-level indicators and 30 third-level indicators.
【学位授予单位】：第三军医大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G444
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