Effect of a mental health intervention on rural left-behind middle school students in a township in Henan province

Zhao Yuxia; Zhang Han; Hao Yanhong; Lyu Hongchun

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Effect of a mental health intervention on rural left-behind middle school students in a township in Henan province

更新时间：2022-11-09

- Effect of a mental health intervention on rural left-behind middle school students in a township in Henan province
- Health Medicine Research and Practice Vol. 19, Issue 8, Pages: 1-5(2022)
- 作者机构：
  
  信阳职业技术学院
- 作者简介：
- 基金信息：
- DOI：
  CLC： G444
- Published：2022，
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Zhao Yuxia, Zhang Han, Hao Yanhong, et al. Effect of a mental health intervention on rural left-behind middle school students in a township in Henan province. [J]. Health Medicine Research and Practice 19(8):1-5(2022)
DOI：

Zhao Yuxia, Zhang Han, Hao Yanhong, et al. Effect of a mental health intervention on rural left-behind middle school students in a township in Henan province. [J]. Health Medicine Research and Practice 19(8):1-5(2022) DOI：

摘要

目的探讨“家庭-学校-个人”综合干预模式对农村留守初中生心理健康问题的改善效果。方法将109名存在心理健康问题的留守学生随机分为2组(干预组49名、对照组60名)。对干预组学生进行“家庭-学校-个人”模式的心理健康干预。干预组和对照组在干预前、干预后1个月、干预后6个月3个时间点均采用心理健康诊断测验(MHT)、汉密尔顿抑郁量表(HAMD)、汉密尔顿焦虑量表(HAMA)进行调查。结果干预前

2组学生MHT总分及其各维度得分、HAMD得分、HAMA得分的差异均无统计学意义(均P>0.05)。干预后1个月和干预后6个月

干预组学生MHT总分和学习焦虑、对人焦虑、冲动倾向3个维度得分及HAMD、HAMA得分均较对照组低

差异均具有统计学意义(均P<0.05)。结论“家庭-学校-个人”模式综合干预措施对留守初中生心理健康状况具有较好的改善效果。

Abstract

Objective To explore the effect of the ‘Family-School-Individual’-based comprehensive intervention on mental health problems of rural left-behind middle school students. Methods A total of 109 left-behind students with mental health problems were randomly allocated into the intervention group（n=49） and the control group（n=60）. Students in the intervention group received the ‘Family-School-Individual’-based mental health intervention. The Mental Health Test（MHT）

Hamilton Depression Rating Scale（HAMD） and Hamilton Anxiety Rating Scale（HAMA） were used in the intervention group and the control group at three time points: before the intervention

1 month after the intervention

and 6 months after the intervention. Results Before the intervention

there was no significant difference in MHT total scores

MHT scores in each dimension

HAMD and HAMA scores between the two groups（all P>0.05）. At 1 month after the intervention and 6 months after the intervention

the MHT total scores

learning anxiety

interpersonal anxiety

impulsivity tendency

HAMD and HAMA scores in the intervention group were lower than those in the control group

and the differences were statistically significant（all P<0.05）. Conclusion The ‘Family-School-Individual’-based comprehensive intervention can improve the mental health status of rural left-behind middle school students.

关键词

留守学生心理健康干预研究

Keywords

Left-behind studentsmental healthIntervention study

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