目的:了解性少数(LGBT)学生遭受校园欺凌现状,并探讨遭受校园欺凌与他们的心理健康之间的关系。方法:采用在线问卷的方式,对751名LGBT学生进行了调查,采用的测评工具来自《支持LGBT生活》(Supporting LGBT Lives)研究,包含基本信息、校...目的:了解性少数(LGBT)学生遭受校园欺凌现状,并探讨遭受校园欺凌与他们的心理健康之间的关系。方法:采用在线问卷的方式,对751名LGBT学生进行了调查,采用的测评工具来自《支持LGBT生活》(Supporting LGBT Lives)研究,包含基本信息、校园经历、心理健康和幸福感、社会支持网络四个部分。结果:306人(40.7%)因为自己的性倾向和性别认同而在学校被叫难听的绰号,261人(34.8%)受到言语伤害,168人(22.4%)受到同伴孤立,45人(6.0%)受到身体伤害的威胁;遭受过校园欺凌的LGBT学生有更频繁的自杀想法、更低的主观幸福感,并在过去一年中出现抑郁情绪的比例更高;遭受校园欺凌与LGBT学生的抑郁情绪、自杀想法呈显著正相关,与主观幸福感、自尊、社会支持呈显著负相关。结论:LGBT学生遭受校园欺凌对他们在学校的学业、人际关系和心理健康都造成了负面影响,教育机构应特别重视预防针对LGBT学生的校园欺凌,并对他们的抑郁情绪和自杀想法进行干预。展开更多
Objective:To study the mental health status of preschool teachers. Methods: 188 nursery school teachers were evaluated by using the SCL-90 test. Results: All the factor scores of SCL-90 of nursery school teachers were...Objective:To study the mental health status of preschool teachers. Methods: 188 nursery school teachers were evaluated by using the SCL-90 test. Results: All the factor scores of SCL-90 of nursery school teachers were higher than the nation-wide norm, and 9% of the subjects showed at least one positive symptom. Among different symptoms, the most frequently reported was Interpersonal Hypersensitivity. Conclusion: Improvement of working environment, particularly, in the domain of social relationship, is important for the mental health of preschool teachers.展开更多
Objective:To study effects of mental health education on mental health status of middle school students. Methods:Middle school students from junior and senior classes were randomly selected for the present study. The ...Objective:To study effects of mental health education on mental health status of middle school students. Methods:Middle school students from junior and senior classes were randomly selected for the present study. The mental health education focused on self-confidence、self-improvement、self-discipline. The effect of education was evaluated by MHT. Results:Both in junior and senior classes, there were clear differences in mental health between the experimental and control conditions. Conclusion: Mental health education produced favourable effects on mental health development of middle school students.展开更多
文摘目的:了解性少数(LGBT)学生遭受校园欺凌现状,并探讨遭受校园欺凌与他们的心理健康之间的关系。方法:采用在线问卷的方式,对751名LGBT学生进行了调查,采用的测评工具来自《支持LGBT生活》(Supporting LGBT Lives)研究,包含基本信息、校园经历、心理健康和幸福感、社会支持网络四个部分。结果:306人(40.7%)因为自己的性倾向和性别认同而在学校被叫难听的绰号,261人(34.8%)受到言语伤害,168人(22.4%)受到同伴孤立,45人(6.0%)受到身体伤害的威胁;遭受过校园欺凌的LGBT学生有更频繁的自杀想法、更低的主观幸福感,并在过去一年中出现抑郁情绪的比例更高;遭受校园欺凌与LGBT学生的抑郁情绪、自杀想法呈显著正相关,与主观幸福感、自尊、社会支持呈显著负相关。结论:LGBT学生遭受校园欺凌对他们在学校的学业、人际关系和心理健康都造成了负面影响,教育机构应特别重视预防针对LGBT学生的校园欺凌,并对他们的抑郁情绪和自杀想法进行干预。
文摘Objective:To study the mental health status of preschool teachers. Methods: 188 nursery school teachers were evaluated by using the SCL-90 test. Results: All the factor scores of SCL-90 of nursery school teachers were higher than the nation-wide norm, and 9% of the subjects showed at least one positive symptom. Among different symptoms, the most frequently reported was Interpersonal Hypersensitivity. Conclusion: Improvement of working environment, particularly, in the domain of social relationship, is important for the mental health of preschool teachers.
文摘Objective:To study effects of mental health education on mental health status of middle school students. Methods:Middle school students from junior and senior classes were randomly selected for the present study. The mental health education focused on self-confidence、self-improvement、self-discipline. The effect of education was evaluated by MHT. Results:Both in junior and senior classes, there were clear differences in mental health between the experimental and control conditions. Conclusion: Mental health education produced favourable effects on mental health development of middle school students.
