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目的探讨聋人大学生心理问题干预方法及其效果,为学校心理健康教育提供理论依据。方法从长沙职业技术学院随机抽取4个班的聋人大学生,将其随机分为实验组和对照组,对实验组学生进行连续1年的心理干预,并采用症状自评量表(SCL-90)、艾森克个性问卷(EPQ)对全体学生进行干预前、后测试。结果干预后,实验组学生在人际关系、抑郁、焦虑、敌意、偏执、精神病性等6个因子和总症状指数上得分显著低于对照组及干预前(t=2.85~4.45;P<0.01),实验组的神经质、精神质量表得分显著低于对照组和干预前(t=3.05,2.96;P<0.01)。结论心理干预对改善聋人大学生心理状况有显著作用。
Objective To explore the methods and effects of psychological intervention for deaf college students and to provide a theoretical basis for their mental health education. Methods Deaf college students of 4 classes were randomly selected from Changsha Vocational and Technical College and randomly divided into experimental group and control group. The students in experimental group were subjected to psychological intervention for one year consecutively. Symptom Checklist 90 (SCL-90) ), Eysenck personality questionnaire (EPQ) for all students before and after the intervention test. Results After intervention, the scores of six factors and the total symptom index of the interpersonal relationship, depression, anxiety, hostility, paranoid psychosis and so on in the experimental group were significantly lower than those in the control group and before intervention (t = 2.85-4.45; P <0.01) , And the score of neuroticism and mental quality in the experimental group was significantly lower than that of the control group and before intervention (t = 3.05,2.96; P <0.01). Conclusions Psychological intervention plays a significant role in improving the mental state of deaf college students.