社会支持对民族贫困地区初中学生心理健康水平的影响及干预研究

【作者】 刘毅；

【导师】 李辉；

【作者基本信息】 云南师范大学 ， 发展与教育心理学， 2006， 硕士

【摘要】 初中时期是人生的多事之秋，与人生的其他阶段相比心理和行为问题明显增多。二十世纪七十年代以来，随着党中央国务院对学生心理健康的关注。初中生的心理健康问题也逐渐引起重视。不过研究只停留在“是什么”和“为什么”的层面，探讨“怎么办”的干预研究极少。 民族贫困地区的学生是一个特殊的学生群体。因系民族和贫困两个特殊性。其心理维护手段也存在与发达非民族地区不同之处，须专门研究。遗憾的是从目前的研究现状看，民族贫困地区学生的心理健康却极少有人关注，对该地区学生心理健康的维护措施国内至今尚无人研究，所以研究民族贫困地区学生心理健康状况及维护手段很有必要。本研究以民族贫困地区的初中生为研究对象，力图探讨民族贫困地区初中生的心理健康状况及维护手段。研究借鉴了后现代主义“人是具有特点和资源”的观念以及系统论的理念，附之以班级辅导的形式，取得了比较好的效果。 青春期的中学生是身心发育的关键时期，也是心理冲突和行为、情绪问题发生的高危阶段。初中生的应激源主要是学习压力，人际关系等，对初中生应激反应有影响的中介变量主要是社会支持(包括来自家庭、亲友、教师和同学)。中学阶段的师生关系比较紧张。从教师那儿感知到的支持最少，与教师发生的冲突和受到教师的惩罚较多。所以通过干预加强社会支持系统的建立，能较好的提升中学生的心理健康水平。民族贫困地区学生主观支持和对支持的利用度低于非民族非贫困地区。因此应提高民族贫困地区学生对社会支持的感受性和对支持源的利用。 本研究试图调查云南省民族贫困地区中学生心理健康状况，社会支持与心理健康的关系。根据调查结果有针对性的对民族贫困地区中学生采取一定的干预措施，从而提高该地区中学生的心理健康水平。研究借鉴了班级辅导的理论观点和操作技术，把教师、同学的积极支持渗透到日常教育教学中，来达到搅动班级内部不良社会支持模式，建立新模式的目的。研究以民族贫困地区一所中学的初一、初二年级10个班的338名学生和16名教师为研究对象，在调查分析的基础上，进行了为期8周的社会支持干预实验。本研究的自变量为辅导方式，中介变量为社会支持，因变量为心理健康水平。在实验班级中，分别采用同学间提供支持、教师提供支持、师生同时提供支持以及学生主动寻求支持四种干预方式进行干预。研究的评估采用量表评估和过程评估相结合的手段对效果更多还原

【Abstract】 Compared with other stages in life, people have more psychological and behavioral problems when they study in the junior middle school, because the period is eventful time. Since 20th century 70’s, along with the State Department concerning with student’s mental health, people have gradually pay attention to the problem of student in the junior middle school. But research only relates to the "what" and "why", the intervention research of "why" is few.The junior middle school’s student in the impoverished minority area is a special community. The nationality and poverty are two particularities. We must technically research its maintenance measures, because they are different from the developed non-multi-national areas. Seen from the present research actuality, it’s a pity that few people have pay attention to the students’ mental health problem in the impoverished minority area. And so far nobody researches the students’ mental health maintenance measure in this area in China. So it is necessary to research the students’ mental health condition and maintenance measure in this area. Based on the deficiency in former research, the students in the impoverished minority area are objects in this research. And their mental health condition and maintenance measure are tried to discuss. After this research uses for reference the ideas of the modernism "people have characteristics and resources" and the system theory, under the class direction, it obtains good result.The adolescence is crucial time of physical and psychological development. It also is the high danger stage that mental conflict and behavior mood problem occur. Their stressors mostly is study pressure human relations and so on. And the influential intervening variable of student’s stress reaction is mainly social support (including from families relatives teachers schoolmates). The relationship of teacher and student in the middle school is tension. The support apperceived from teacher is least, the conflict with teacher and penalty are more. So through the intervention, strengthen the establishment of social support system, the students’ mental health level of promotion can be better. The students’ subjective support and its exploitability in the impoverished minority area are lower than the non-multi-nationality and non-impoverished. So we should improve social support’s receptivity and the using of support source.This paper tries to investigate the students’ mental health condition and the relationship of social support and mental health in the impoverished minority area in Yunnan Province. According to the investigation result, we want take some pertinence intervention measures to improve the students’ mental health level in this area. The research has drawn lessons from the class direction theory and its operational technology. We permeate the positive support of teacher and student to daily educational teaching and stir the bad social support model in更多还原