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目的探讨不同干预方案对大学生心理亚健康症状的改善情况,为大学生心理健康的优化和转归提供参考。方法采用音乐放松训练、健身操锻炼、心理健康课教育以及综合干预4种方案,对广州某医科大学168名心理亚健康大一学生进行为期4周的干预,干预前和干预后选用症状自评量表(SCL-90)、匹兹堡睡眠质量指数(PSQI)等量表进行测评。结果干预后,各组SCL-90总均分、强迫、人际关系敏感、抑郁、焦虑以及PSQI总分差异均有统计学意义(P值均<0.05)。进一步多重比较结果显示,音乐组、健康课组、综合组的SCL-90总均分、强迫、人际敏感、抑郁、焦虑以及PSQI总分均低于对照组,健身组SCL-90总均分、抑郁、焦虑均低于对照组,差异均有统计学意义(P值均<0.05)。各干预组自身比较显示,绝大部分量表干预前后测评得分差异均有统计学意义(P值均<0.05)。结论4种干预方案简便易行,可操作性强,对改善大学生心理亚健康的短期效果显著。
Objective To explore the improvement of college students ’psycho-subhealth symptoms by different intervention programs, and to provide a reference for the optimization and prognosis of college students’ mental health. Methods A total of 168 psychological sub-health freshmen from a certain medical university in Guangzhou were enrolled in this study. Four-week interventions were conducted using music relaxation training, aerobics training, mental health class education and comprehensive intervention. Symptom self-assessment Scale (SCL-90), Pittsburgh Sleep Quality Index (PSQI) and other scales for evaluation. Results After the intervention, the total score of SCL-90, forced, interpersonal sensitivity, depression, anxiety and total score of PSQI in each group were significantly different (P <0.05). Further multiple comparisons showed that the scores of SCL-90 total score, compulsion, interpersonal sensitivity, depression, anxiety and PSQI in music group, health class group and comprehensive group were all lower than those in control group and fitness group, Depression and anxiety were lower than the control group, the differences were statistically significant (P <0.05). The intervention groups themselves compared, the vast majority of scales before and after the test scores were statistically significant differences (P <0.05). Conclusion The four kinds of interventions are simple and easy to operate, and have a good short-term effect on improving mental health of undergraduates.