本文選題：醫(yī)學(xué)貧困生　切入點(diǎn)：心理健康　出處：《湖南師范大學(xué)》2012年碩士論文　論文類型：學(xué)位論文

【摘要】：目的：(1)了解某醫(yī)學(xué)院校貧困生的心理現(xiàn)況,作出統(tǒng)計(jì)描述和分析。(2)探討某醫(yī)學(xué)院校貧困生心理健康的主要危險(xiǎn)因素與保護(hù)因素。(3)評價(jià)對貧困生心理干預(yù)的效果。 方法：以湖南省某醫(yī)學(xué)院校一本和三本的全體學(xué)生為研究對象,應(yīng)用個(gè)人基本情況問卷、艾森克人格問卷簡式量表中國版、社會支持量表和90項(xiàng)癥狀清單進(jìn)行整群抽樣橫斷面調(diào)查研究,對其中的貧困生進(jìn)行心理干預(yù)后復(fù)調(diào)查,對數(shù)據(jù)數(shù)據(jù)進(jìn)行統(tǒng)計(jì)描述、t檢驗(yàn)、方差分析、S-N-K法方差分析、Welch檢驗(yàn)、Logistic回歸分析和Pearson相關(guān)分析。 結(jié)果：(1)精神質(zhì)量、外向、神經(jīng)質(zhì)與掩飾的得分均小于常模,N神經(jīng)質(zhì)與全國常模比較差異有統(tǒng)計(jì)學(xué)意義(p=0.004)；客觀支持得分低于非貧困生,主觀支持、支持利用度和社會支持總分高于非貧困生,主觀支持和社會支持總分與非貧困生比較差異具有統(tǒng)計(jì)學(xué)意義(主觀支持p=0.045,社會支持總分p=0.000); SCL-90所有項(xiàng)目的得分除了SCL-90陰性項(xiàng)目數(shù)外均高于或等于全國常模,強(qiáng)迫癥狀、焦慮、恐怖和精神病性與全國常模比較有統(tǒng)計(jì)學(xué)意義.(2)影響因素研究發(fā)現(xiàn)SCL-90得分總分女生比男生高,一本學(xué)生比三本學(xué)生高,大二年級比其他年級高,醫(yī)學(xué)檢驗(yàn)比其他專業(yè)高,非獨(dú)生子女比獨(dú)生子女高,來自農(nóng)村的學(xué)生比來自鄉(xiāng)鎮(zhèn)和城市的高,學(xué)醫(yī)意愿是由“朋友勸說”的學(xué)生比其他來源高(得分高達(dá)199.2±90.37),其中年級、專業(yè)和專業(yè)滿意度對SCL-90量表總分得分的差異有統(tǒng)計(jì)學(xué)意義(p0.05)；年級、專業(yè)和家庭所在地是SCL-90總分得分的影響因素。(3)神經(jīng)質(zhì)和精神質(zhì)量與社會支持負(fù)相關(guān),外向與掩飾與社會支持正相關(guān)；神經(jīng)質(zhì)和精神質(zhì)量與SCL-90各因子得分正相關(guān),外向、掩飾和社會支持與SCL-90各因子為負(fù)相關(guān)。(4)干預(yù)后精神質(zhì)量、外向、神經(jīng)質(zhì)和掩飾心理干預(yù)后的得分均低于干預(yù)前的得分,其中外向、神經(jīng)質(zhì)差異具有統(tǒng)計(jì)學(xué)意義。SCL-90除了陰性項(xiàng)目數(shù)升高外,其他所有項(xiàng)目得分均降低,且除了SCL-90陽性癥狀均分干預(yù)前后比較差異沒有統(tǒng)計(jì)學(xué)意義外,其他的前后比較都有統(tǒng)計(jì)學(xué)意義。 結(jié)論：(1)該醫(yī)學(xué)院校貧困生的心理健康狀況呈中等水平,艾森克人格神經(jīng)質(zhì)得分低于常模,社會支持主觀支持和社會支持總分高于非貧困生,SCL-90強(qiáng)迫癥狀、焦慮、恐怖、精神病性得分高于常模,其差異具有統(tǒng)計(jì)學(xué)意義。(2)該醫(yī)學(xué)院校貧困生心理健康影響因素有年級、專業(yè)和家庭所在地；神經(jīng)質(zhì)和精神質(zhì)量與社會支持負(fù)相關(guān),外向與掩飾與社會支持正相關(guān)；神經(jīng)質(zhì)和精神質(zhì)量與SCL-90各因子正相關(guān),外向、掩飾和社會支持與SCL-90各因子為負(fù)相關(guān)。(3)貧困生心理干預(yù)能改進(jìn)貧困生人格構(gòu)建,改善貧困生心理健康狀況。
[Abstract]:Objective: to understand the psychological status of poor students in a medical college, and to make statistical description and analysis. 2) to explore the main risk factors and protective factors of mental health of poor students in a certain medical college) to evaluate the effect of psychological intervention on poor students. Methods: one and three students from a medical college in Hunan Province were studied. The Chinese version of the Eysenck Personality questionnaire was used to investigate the basic situation of the students and the Chinese version of Eysenck Personality questionnaire (Eysenck Personality questionnaire). The social support scale and 90 symptom lists were investigated by cluster sampling cross-sectional survey. The poor students were investigated after psychological intervention, and the data were analyzed by statistical description test. ANOVA S-N-K ANOVA Welch test Logistic regression analysis and Pearson correlation analysis. Results the scores of mental quality, extroversion, neuroticism and concealment were lower than those of norm N neuroticism and national norm, the scores of objective support were lower than those of non-poor students, and the scores of subjective support were lower than those of non-poor students. The utilization of support and the total score of social support were higher than those of non-poor students. The total scores of subjective support and social support were significantly different from those of non-poor students (subjective support p0.045, social support total score p0.0000.The scores of all SCL-90 items except the number of SCL-90 negative items were higher than or equal to the national norm, obsessive symptoms, anxiety, etc. The study on the influencing factors of phobia and psychosis compared with the national norm showed that the total score of SCL-90 in female students was higher than that of boys, that of one student was higher than that of three students, that of sophomore grade was higher than that of other grades, and that of medical examination was higher than that of other majors. The non-only child is higher than the only child, the students from the countryside are higher than those from the towns and cities, and the students who are "persuaded by friends" are higher than those from other sources (the score is as high as 199.2 鹵90.37). The difference between major satisfaction and professional satisfaction on the total score of SCL-90 scale was significant (p 0.05), grade, major and family location was the influencing factor of SCL-90 total score, and neuroticism and mental quality were negatively correlated with social support. Extroversion and concealment were positively correlated with social support, neuroticism and mental quality were positively correlated with each factor score of SCL-90, extroversion, cover-up and social support were negatively correlated with SCL-90 factors. The scores of neuroticism and concealment psychological intervention were lower than those before intervention. The scores of extroversion and neuroticism were significantly lower than those before intervention. Except for the increase of negative items, the scores of all other items were decreased. In addition to the SCL-90 positive symptoms before and after intervention there was no statistical difference, the other before and after the comparison were statistically significant. Conclusion (1) the mental health status of the poor students in the medical college was moderate, the score of Eysenck personality neuroticism was lower than the norm, and the total scores of social support subjective support and social support were higher than those of non-poor students with SCL-90 obsessive-compulsive symptoms, anxiety and terror. The scores of psychosis were higher than norm, and the difference was statistically significant. 2) the influencing factors of mental health of poor students in this medical college were grade, specialty and family location, neuroticism and mental quality were negatively correlated with social support. Extroversion and concealment were positively correlated with social support, neuroticism and mental quality were positively correlated with SCL-90 factors, extroversion, concealment and social support were negatively correlated with SCL-90 factors. Improve the mental health of poor students.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：B844.2

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