Effect of the family function intervention on mental health status of middle school students

YANG Jing; LIU Mingxin; ZHAGN Xingli

doi:10.16835/j.cnki.1000-9817.2025018

Volume 46 Issue 1

Jan. 2025

Turn off MathJax

Article Contents

Article Navigation > CHINESE JOURNAL OF SCHOOL HEALTH > 2025 > 46(1): 78-81

YANG Jing, LIU Mingxin, ZHAGN Xingli. Effect of the family function intervention on mental health status of middle school students[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2025, 46(1): 78-81. doi: 10.16835/j.cnki.1000-9817.2025018

Citation:

YANG Jing, LIU Mingxin, ZHAGN Xingli. Effect of the family function intervention on mental health status of middle school students[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2025, 46(1): 78-81. doi: 10.16835/j.cnki.1000-9817.2025018

Citation:

PDF( 866 KB)

Effect of the family function intervention on mental health status of middle school students

doi: 10.16835/j.cnki.1000-9817.2025018

YANG Jing¹,
LIU Mingxin^{2
,
,},
ZHAGN Xingli^{3, 4}

1.
Information Health Department, Xi'an NO. 70 Middle School, Xi'an (710000), Shaanxi Province, China

Received Date: 2024-09-09
Rev Recd Date: 2024-12-01

Available Online: 2025-01-25

Publish Date: 2025-01-25

Abstract

Abstract

Objective To explore the impact of family function intervention on mental health status of middle school students, so as to provide the reference for promoting adolescent mental health. Methods From October 2023 to January 2024, 44 families from grade 2 of one junior high school were recruited. They were randomly divided into an intervention group (n=21) and a control group (n=23) using a simple random sampling method. Both groups of families participated in various daily school activities and learning, but the intervention group of families also participated in 10 online family function intervention courses. Family Assessment Device (FAD) and the Middle School Student Mental Health Scale (MSSMHS) were used as evaluation tools. Pearson correlation analysis was used to test the correlation between FAD total scores of middle school students and the total mean scores of MSSMHS, and repeated-measures ANOVA was used to analyze FAD scores changes in various dimensions before and after intervention. Results The total score of FAD in middle school students was positively correlated with the total average score of MSSMHS (r=0.44, P < 0.01). Before intervention, there was no statistically significant difference in the FAD scores (intervention group: 143.19±16.05, control group: 144.87±22.40) and MSSMHS total average scores (intervention group: 1.69±0.46, control group: 1.77±0.59) between the two groups (t=0.28, 0.53, P>0.05). After intervention, the main effect of time, group, and time-group interaction of the interventions on the FAD total scores between the intervention group and the control group were statistically significant (F=11.87, 7.26, 11.04, P < 0.05). Further simple effects analysis revealed that the post-test FAD total score of the intervention group (121.71±16.01) decreased by 21.48 points compared to the pre-test and was lower than the post-test total score of the control group (144.47±17.71), with statistically significant differences (t=4.68, 4.11, P < 0.05). The main effect of the group on the total mean MSSMHS score between the intervention and control groups was statistically significant (F=8.45, P < 0.05), while the main effect of time was not statistically significant (F=1.68, P>0.05). Further comparative analysis revealed that the post-test total mean score of MSSMHS in the intervention group (1.34±0.23) was lower than that in the control group (1.85±0.52) (t=3.48, P < 0.01). Conclusion Family function intervention can improve the mental health status of middle school students, and relevant measures should be actively taken to promote adolescent mental health.
- Family,
- Intervention studies,
- Mental health,
- Analysis of variance,
- Students

FullText(HTML)

References(19)

References

[1]	文思雁, 于旭晨, 金磊, 等. 儿童青少年家庭功能障碍与心理健康关系的三水平元分析[J]. 心理科学进展, 2024, 32(5): 771-789. WEN S Y, YU X C, JIN L, et al. A three-level Meta-analysis of the relationship between family dysfunction and mental health in children and adolescents[J]. Adv Psychol Sci, 2024, 32(5): 771-789. (in Chinese)
[2]	华伟. 《中华人民共和国家庭教育促进法》的立法宗旨、法律内涵与实施要求[J]. 南京师大学报(社会科学版), 2022(3): 58-67. HUA W. On the Family Education Promotion Law of the PRC: its purpose, connotation and implementation[J]. J Nanjing Norm Univ(Soc Sci Ed), 2022(3): 58-67. (in Chinese)
[3]	李波, 安芹, 贾晓明. 家庭婚姻状况与家庭功能、中学生自尊及行为问题的关系[J]. 中国临床心理学杂志, 2009, 17(3): 295-296, 299. LI B, AN Q, JIA X M. Relationship between family marital status and family functioning, self-esteem and behavioral problems among middle school students[J]. Chin J Clin Psychol, 2009, 17(3): 295-296, 299. (in Chinese)
[4]	程可心, 游雅媛, 叶宝娟, 等. 家庭功能与中学生自杀态度的关系[J]. 心理发展与教育, 2022, 38(2): 272-278. CHENG K X, YOU Y Y, YE B J, et al. The relationship between family function and suicide attitude among middle school students[J]. Psychol Dev Educ, 2022, 38(2): 272-278. (in Chinese)
[5]	冯紫薇. 家庭功能与初中生学业成绩的关系: 学业情绪调节与日常性学业弹性的链式中介作用[D]. 济南: 济南大学, 2024. FENG Z W. The relationship between family function and academic performance of junior high school students: the chain mediating effect of academic emotion regulation and daily academic resilience[D]. Jinan: University of Jinan, 2024. (in Chinese)
[6]	ABDOLLAH R, MAHROKH K, SOMAYEH P. The relationship between family functioning and academic achievement in female high school students of Isfahan, Iran, in 2013-2014[J]. Iran J Nurs Midwifery Res, 2018, 23(3): 183-187. doi: 10.4103/ijnmr.IJNMR_87_17
[7]	YUXIN C, RUI H, XINMAO X, et al. The effect of mental health status and family function on nonsuicidal self-injury: a longitudinal analysis of Chinese children and adolescents[J]. Psychol Res Behav Manag, 2023, 16: 4491-4500. doi: 10.2147/PRBM.S429748
[8]	OLTEAN I I, PERLMAN C, MEYER S, et al. Child mental illness and mental health service use: role of family functioning(family functioning and child mental health)[J]. J Child Fam Stud, 2020, 29(9): 2602-2613. doi: 10.1007/s10826-020-01784-4
[9]	董奇. 心理与教育研究方法[M]. 北京: 北京师范大学出版社, 2019: 116-121. DONG Q. Psychological and educational research methods[M]. Beijing: Beijing Normal University Press, 2019: 116-121. (in Chinese)
[10]	张亚利, 靳娟娟, 俞国良. 2010—2020中国内地初中生心理健康问题检出率的元分析[J]. 心理科学进展, 2022, 30(5): 965-977. ZHANG Y L, JIN J J, YU G L. Prevalence of mental health problems in junior middle school students in mainland China from 2010 to 2020[J]. Adv Psychol Sci, 2022, 30(5): 965-977. (in Chinese)
[11]	邓惠明, 连榕, 洪幼娟. 家庭功能对亲子冲突的影响及其干预对策: 基于对三十例亲子冲突家庭成员的访谈分析[J]. 怀化学院学报, 2012, 31(12): 125-128. DENG H M, LIAN R, HONG Y J. The effect of family function to parent-adolescent conflict and its intervention strategies[J]. J Huaihua Univ, 2012, 31(12): 125-128. (in Chinese)
[12]	方晓义, 张锦涛, 刘钊. 青少年期亲子冲突的特点[J]. 心理发展与教育, 2003, 19(3): 46-52. FANG X Y, ZHANG J T, LIU Z. Characteristics of parent-adolescent conflicts during the adolescent period[J]. Psychol Dev Educ, 2003, 19(3): 46-52. (in Chinese)
[13]	王亚南. 无锡市区中学初中流动儿童心理健康现状研究[J]. 临床精神医学杂志, 2021, 31(3): 200-202. WANG Y N. A study on mental health status of migrant children in junior middle school in Wuxi City[J]. J Clin Psychiatry, 2021, 31(3): 200-202. (in Chinese)
[14]	汪向东, 王希林, 马弘. 心理卫生评定量表手册(增订版)[M]. 北京: 中国心理卫生杂志出版社, 1999: 128-130. WANG X D, WANG X L, MA H. Rating Scales for Mental Health(Revised Edition)[M]. Beijing: Chinese Mental Health Journal Press, 1999: 128-130. (in Chinese)
[15]	王极盛, 李焰, 赫尔实. 中国中学生心理健康量表的编制及其标准化[J]. 社会心理科学, 1997(4): 15-20. WANG J S, LI Y, HE E S. Development and standardization of the Chinese Middle School Student Mental Health Scale[J]. Sci Soc Psychol, 1997(4): 15-20. (in Chinese)
[16]	SOLOSKI K L, MONK J K, DURTSCHI J A. Trajectories of early binge drinking: a function of family cohesion and peer use[J]. J Marital Fam Ther, 2016, 42(1): 76-90.
[17]	叶苑, 邹泓, 李彩娜, 等. 青少年家庭功能的发展特点及其与心理健康的关系[J]. 中国心理卫生杂志, 2006, 20(6): 385-387. YE Y, ZOU H, LI C N, et al. The developmental characteristics of adolescent's family functioning and its influence on mental health[J]. Chin Ment Health J, 2006, 20(6): 385-387. (in Chinese)
[18]	郭炳宏. 正念教养对亲子关系的干预研究[J]. 中小学心理健康教育, 2023(18): 10-16. GUO B H. An vention intervention on parent-child relationship[J]. Ment Health Educ Prim Second Sch, 2023(18): 10-16. (in Chinese)
[19]	杨昕玥. 非暴力沟通团体辅导对初中生家庭语言暴力的干预研究[D]. 武汉: 华中师范大学, 2024. YANG X Y. Study on the intervention of non-violent communication group counseling on domestic verbal violence in junior high school students[D]. Wuhan: Central China Normal University, 2024. (in Chinese)