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目的评价认知-应对技能-心理疏导模式预防干预乡村中学少数民族教师亚健康效果。方法在广西壮族自治区百色市各县乡整群抽取12所学校的311名中学少数民族教师,以学校为单位随机分为对照组208人和干预组103人。干预组接受认知-应对技能-心理疏导干预模式,对照组进行简单的亚健康防治知识讲座,干预前后均采用康奈尔健康量表(CM I)进行问卷调查。结果对照组和干预组少数民族教师在年龄、性别、民族、文化程度、家庭月收入和婚姻状况上差异均无统计学意义(P>0.05);干预前,2组教师CM I总分、生理亚健康、心理亚健康得分、情绪耗竭感、去个人化、个体成就感得分和一般自我效能感差异均无统计学意义;随访半年后在亚健康心理症状和情绪耗竭感2个项目上,干预组得分(5.417±3.497),(2.013±0.468)较对照组(6.024±5.141),(2.407±0.652)明显降低;在一般自我效能感项目上,干预组得分(2.747±0.595)较对照组(2.579±0.522)得分明显升高,差异均有统计学意义;并在情绪耗竭感项目上呈干预和时间交互效应(F=8.859,P=0.003)。结论认知-应对技能-心理疏导干预模式能缓解职业压力,降低职业倦怠,改善精神症状亚健康。
Objective To evaluate the effect of cognitive-coping skills-psychological counseling on prevention of sub-health effects among ethnic minority teachers in rural middle schools. Methods A total of 311 middle school ethnic minority teachers from 12 schools were randomly selected from all schools in each county of Baise City, Guangxi Zhuang Autonomous Region. There were 208 school children in the control group and 103 school children in the intervention group. The intervention group received the cognitive-coping skills-psychological counseling intervention mode, and the control group conducted a simple knowledge-based prevention and treatment of sub-health knowledge. Before and after the intervention, Cornell Health Questionnaire (CM I) was used for questionnaire survey. Results There was no significant difference in the age, gender, ethnicity, education level, family monthly income and marital status between the control group and the intervention group of ethnic minority teachers (P> 0.05). Before the intervention, the scores of CM I, Sub-health, psychological sub-health scores, emotional exhaustion, personalization, individual achievement scores and general self-efficacy were no significant differences; six months follow-up in sub-health psychological symptoms and emotional exhaustion, two interventions The score of the intervention group (5.417 ± 3.497) and (2.013 ± 0.468) was significantly lower than that of the control group (6.024 ± 5.141) and (2.407 ± 0.652) respectively. In the general self-efficacy project, 2.579 ± 0.522), and the difference was statistically significant. There was also an interaction and time interaction effect on the emotional exhaustion project (F = 8.859, P = 0.003). Conclusion Cognitive-coping skills-psychological counseling intervention can relieve occupational stress, reduce occupational burnout and improve mental health.