同伴教育在大学生心理健康教育中的应用

发布时间：2018-03-18 08:25

本文选题：精神卫生　切入点：朋友　出处：《中国学校卫生》2009年05期 　论文类型：期刊论文

【摘要】：目的探索在大学生中开展同伴教育形式的心理健康教育的可行性和优越性,为在心理健康教育中应用同伴教育提供依据。方法抽取临床医学2007级本科学生391名分别作为实验组和对照组,实验组进行同伴教育,对照组进行教师课堂授课,空白对照组不主动实施任何心理健康教育活动。干预前后均使用症状自评量表(SCL-90)对其心理健康状况进行调查。结果干预前3组学生SCL-90各因子分均值在0.425～0.998之间,标准差在0.375～0.707之间。干预后对3组的SCL-90各因子分比较,除躯体化和敌对因子外,其余因子差异均有统计学意义(P值均0.05)。3组学生强迫症状、人际关系、抑郁、精神病性4个因子差异均有统计学意义(P值均0.05)。结论同伴教育是提高大学生心理素质有效的途径和方法。
[Abstract]:Objective to explore the feasibility and superiority of mental health education in the form of peer education among college students. Methods 391 undergraduate students of clinical medicine in 2007 were selected as the experimental group and the control group respectively. The experimental group received peer education and the control group was taught in the classroom. The blank control group did not actively implement any mental health education activities. Before and after intervention, SCL-90 was used to investigate their mental health status. Results before intervention, the average scores of SCL-90 factors in the three groups were 0.425 ~ 0.998, respectively. The standard deviation was between 0.375 and 0.707.After intervention, the scores of SCL-90 factors in the three groups were compared. Except somatization and hostility, the differences of other factors were statistically significant (P = 0.053.The scores of obsessive-compulsive symptoms, interpersonal relationships, depression) were significant. Conclusion Peer education is an effective way to improve the psychological quality of college students.
【作者单位】：广西医科大学公共卫生学院;
【基金】：广西医科大学“十一五”项目第2批立项项目
【分类号】：G441

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