Effect of curriculum teaching on freshmen's mental health literacy
-
摘要:
目的 了解大学新生的心理健康素养现状及其对心理健康的影响，为探查课程教学作为提高心理健康素养主渠道的有效性与可持续性提供参考。 方法 采用《国民心理健康素养问卷》和《中国大学生心理健康筛查量表》对武汉某高校2 878名新生进行调查，并将心理健康素养作为大学新生心理健康课程教学的评估指标，通过前测、后测及10个月后追踪探查课程干预效果。 结果 大学新生心理健康素养总体得分(40.12±6.57)高于全国平均水平(35.81±8.06)；心理健康素养存在性别和城乡差异；无心理问题新生的心理健康素养总分高于有心理问题新生(F=28.25，P < 0.01)。课程教学显著提升了新生的心理健康素养，10个月后追踪发现效果依然显著(F=374.80，P < 0.01)。 结论 大学新生心理健康素养总体较好，心理健康教育课程提高了心理健康素养。 Abstract:Objective The purpose of this study is to investigate the status of freshmen's mental health literacy and its impact on mental health and to provide a reference for probing into the effectiveness and sustainality of curriculum education as the main channel of improvement of mental health literacy. Methods Mental health literacy questionnaire for Chinese adults and college students mental health screening scale were used to investigate 2 878 freshmen in a university in Wuhan. Mental health literacy was one of the indicators of course teaching evaluation. The curriculum intervention effect was investigated through pre-test, post-test and 10-month follow-up. Results The mental health literacy of freshmen (40.12±6.57) was higher than the national average level(35.81±8.06), but lower than the average level in terms of self-help mental health literacy(F=28.25, P < 0.01). There were gender differences and urban-rural differences in mental health literacy. The mental health literacy of freshmen without psychological problems was significantly higher than that of freshmen with psychological problems(F=374.80, P < 0.01). Structured course teaching significantly improved freshmen's mental health literacy, which were still significant after 10 months. Conclusion College freshmen's mental health literacy is generally great, and the mental health curriculum improved their mental health literacy. -
Key words:
- Curriculum /
- Mental health /
- Questionnaires /
- Students /
- Intervention studies
-
表 1 不同组别新生心理健康素养得分比较(x±s)
Table 1. Comparison of mental health literacy scores of freshmen in different groups(x±s)
组别 选项 人数 统计值 心理健康的知识和观念 心理疾病的知识和观念 维护和促进自己心理健康的态度习惯 应对自己心理疾病的态度和习惯 维护和促进他人心理健康的态度和习惯 应对他人心理疾病的态度和习惯 总分 性别 男 1 808 7.85±1.11 13.98±2.55 18.92±2.58 28.31±3.81 22.07±2.93 38.50±4.46 39.91±6.73 女 1 036 7.94±1.01 14.11±2.56 18.63±2.47 29.17±3.53 22.17±2.63 39.31±4.34 40.49±6.26 t值 -2.17 -1.29 2.85 -6.05 -0.90 -4.73 -2.33 P值 0.03 0.20 0.00 < 0.01 0.38 < 0.01 0.02 城乡 城镇 2 156 7.91±1.04 14.12±2.55 18.91±2.58 28.74±3.79 22.23±2.87 38.97±4.50 40.44±6.57 乡村 686 7.78±1.17 13.71±2.52 18.50±2.41 28.26±3.53 21.72±2.65 38.24±4.16 39.12±6.46 t值 2.53 3.70 3.66 2.98 4.31 3.93 4.59 P值 0.01 < 0.01 < 0.01 0.00 < 0.01 < 0.01 < 0.01 
下载: 导出CSV
表 2 不同心理健康状态新生心理健康素养得分比较(x±s)
Table 2. Comparison of mental health literacy scores of freshmen with different mental health levels(x±s)
心理健康状态 人数 心理健康的知识和观念 心理疾病的知识和观念 维护和促进自己心理健康的态度习惯 应对自己心理疾病的态度和习惯 维护和促进他人心理健康的态度和习惯 应对他人心理疾病的态度和习惯 总分 一级心理问题 236 7.85±1.18 14.31±2.79 17.91±2.91 27.18±3.88 22.27±3.14 39.22±4.91 39.37±7.12 二级心理问题 305 7.76±1.20 13.94±2.64 18.16±2.52 27.11±3.88 21.46±3.05 37.87±4.68 38.44±6.99 三级心理问题 600 7.84±1.02 13.90±2.55 18.35±2.51 27.89±3.43 21.62±2.79 38.04±4.27 38.69±6.48 无心理问题 1 596 7.91±1.06 14.02±2.51 19.24±2.40 29.39±3.61 22.39±2.72 39.22±4.32 41.05±6.31 F值 2.04 1.55 40.44** 61.74** 16.97** 16.07** 28.25** 注：**P < 0.01。
下载: 导出CSV
表 3 课程教学前后不同时间大学新生心理健康素养得分比较(x±s)
Table 3. Results of repeated measures ANOVA for mental health literacy(x±s)
时间 人数 心理健康的知识和观念 心理疾病的知识和观念 维护和促进自己心理健康的态度习惯 应对自己心理疾病的态度和习惯 维护和促进他人心理健康的态度和习惯 应对他人心理疾病的态度和习惯 总分 前测 1 383 7.90±1.02 13.97±2.51 18.85±2.48 28.58±3.62 22.12±2.76 38.81±4.29 40.15±6.26 后测 1 383 8.20±0.86 15.91±2.10 19.72±2.55 30.43±3.90 22.56±2.94 40.34±4.69 44.73±6.20 复测 1 383 7.71±1.45 14.06±2.99 19.30±2.46 29.25±3.78 21.73±2.90 39.32±4.65 40.75±8.09 F值 87.11 409.91 77.59 177.34 57.62 87.08 374.80 注：P值均 < 0.01。
下载: 导出CSV
表 4 不同组别新生心理健康素养总分各测试时间比较(x±s)
Table 4. Trend of total score of mental health literacy(x±s)
组别 选项 人数 前测 后测 再测 F值 P值 性别 男 885 39.92±6.45 44.23±6.42 40.09±8.45 283.17 < 0.01 女 498 40.54±5.90 45.60±5.70 41.92±7.28 213.79 < 0.01 城乡 城镇 1 004 40.49±6.23 45.15±6.18 41.26±7.93 357.40 < 0.01 乡村 379 39.25±6.26 43.60±6.11 39.41±8.38 132.87 < 0.01
下载: 导出CSV
-
[1] JORM A F, KORTEN A E, JACOMB P A, et al. "Mental health literacy": a survey of the public's ability to recognise mental disorders and their beliefs about the effectiveness of treatment[J]. Med J Aust, 1997, 166(4): 182-186. doi: 10.5694/j.1326-5377.1997.tb140071.x [2] JORM A F. Mental health literacy: Empowering the community to take action for better mental health[J]. Am Psychol, 2012, 67(3): 231-243. doi: 10.1037/a0025957 [3] KUTCHER S, WEI Y, CONIGLIO C. Mental Health Literacy[J]. Can J Psychiat, 2016, 61(3): 154-158. doi: 10.1177/0706743715616609 [4] BJØRNSEN H N, ESPNES G A, EILERTSEN M B, et al. The relationship between positive mental health literacy and mental well-being among adolescents: implications for school health services[J]. J Sch Nurs, 2019, 35(2): 107-116. doi: 10.1177/1059840517732125 [5] HUANG Y, WANG Y, WANG H, et al. Prevalence of mental disorders in China: a cross-sectional epidemiological study[J]. Lancet Psychiat, 2019, 6(3): 211-224. doi: 10.1016/S2215-0366(18)30511-X [6] PHILLIPS M R, ZHANG J, SHI Q, et al. Prevalence, treatment, and associated disability of mental disorders in four provinces in China during 2001-2005: an epidemiological survey[J]. Lancet, 2009, 373(9680): 2041-2053. doi: 10.1016/S0140-6736(09)60660-7 [7] KELLY C M, JORM A F, WRIGHT A. Improving mental health literacy as a strategy to facilitate early intervention for mental disorders[J]. Med J Aust, 2007, 187(7): 26-30. http://mh.bmj.com/lookup/external-ref?access_num=17908021&link_type=MED&atom=%2Fmedhum%2F43%2F2%2F124.atom [8] MCLUCKIE A, KUTCHER S, WEI Y, et al. Sustained improvements in students' mental health literacy with use of a mental health curriculum in Canadian schools[J]. BMC Psychiatry, 2014, 14(1): 1-6. doi: 10.1186/1471-244X-14-1 [9] 明志君, 陈祉妍. 心理健康素养: 概念、评估、干预与作用[J]. 心理科学进展, 2020, 28(1): 1-12. https://www.cnki.com.cn/Article/CJFDTOTAL-XLXD202001001.htmMING Z J, CHEN Z Y. Mental health literacy: concept, measurement, intervention and effect[J]. Adv Psychol Sci, 2020, 28(1): 1-12. https://www.cnki.com.cn/Article/CJFDTOTAL-XLXD202001001.htm [10] SKRE I, FRIBORG O, BREIVIK C, et al. A school intervention for mental health literacy in adolescents: effects of a non-randomized cluster controlled trial[J]. BMC Public Health, 2013, 13(1): 1-15. doi: 10.1186/1471-2458-13-1 [11] CAMPOS L, DIAS P, DUARTE A, et al. Is it possible to "find space for mental health" in young people? effectiveness of a school-based mental health literacy promotion program[J]. Int J Environ Public Health, 2018, 15(7): 1-12. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6069495/ [12] OJIO Y, FOO J C, USAMI S, et al. Effects of a school teacher-led 45-minute educational program for mental health literacy in pre-teens[J]. Early Interv Psych, 2018, 13(4): 984-988. http://www.ncbi.nlm.nih.gov/pubmed/30277316 [13] RIEBSCHLEGER J, COSTELLO S, CAVANAUGH D L, et al. Mental health literacy of youth that have a family member with a mental illness: outcomes from a new program and scale[J]. Front Psychiatry, 2019, 10: 1-10. DOI: 10.3389/fpsyt.2019.0002. [14] 俞国良, 董妍. 大学生心理健康教育工作的展望: 调研证据[J]. 中国人民大学教育学刊, 2018(6): 79-89. https://www.cnki.com.cn/Article/CJFDTOTAL-RDXK201802006.htmYU G L, DONG Y. The advances of mental health education for college students: evidence from a survey[J]. Renmin Univer Educ J, 2018(6): 79-89. https://www.cnki.com.cn/Article/CJFDTOTAL-RDXK201802006.htm [15] 江光荣, 赵春晓, 韦辉, 等. 心理健康素养: 内涵、测量与新概念框架[J]. 心理科学, 2020, 43(1): 232-238. https://www.cnki.com.cn/Article/CJFDTOTAL-XLKX202001032.htmJIANG G R, ZHAO C X, WEI H, et al. Mental health literacy: connotation, measurement and new framework[J]. J Psychol Sci, 2020, 43(1): 232-238. https://www.cnki.com.cn/Article/CJFDTOTAL-XLKX202001032.htm [16] O'CONNOR M, CASEY L. The Mental Health Literacy Scale(MHLS): a new scale-based measure of mental health literacy[J]. Psychiat Res, 2015, 229(1/2): 511-516. http://europepmc.org/abstract/MED/26228163 [17] 方晓义, 袁晓娇, 胡伟, 等. 中国大学生心理健康筛查量表的编制[J]. 心理与行为研究, 2018, 16(1): 111-118. doi: 10.3969/j.issn.1672-0628.2018.01.015FANG X Y, YUAN X J, HU W, et al. The development of college students mental health screening scale[J]. Stud Psychol Behav, 2018, 16(1): 111-118. doi: 10.3969/j.issn.1672-0628.2018.01.015 [18] 江光荣, 李丹阳, 任志洪, 等. 中国国民心理健康素养的现状与特点[J]. 心理学报, 2020, 53(2): 182-198.JIANG G R, LI D Y, REN Z H, et al. The status quo and characteristics of Chinese mental health literacy[J]. Acta Psychol Sin, 2020, 53(2): 182-198. [19] KANEKO Y, MOTOHASHI Y. Male gender and low education with poor mental health literacy: a population-based study[J]. J Epidemiol, 2007, 17(4): 114-119. doi: 10.2188/jea.17.114 [20] KOYAMA T, TACHIMORI H, SAWAMURA K, et al. Mental health literacy of autism spectrum disorders in the Japanese general population[J]. Soc Psych Psych Epid, 2009, 44(8): 651-657. doi: 10.1007/s00127-008-0485-z [21] COTTON S M, WRIGHT A, HARRIS M G, et al. Influence of gender on mental health literacy in young Australians[J]. Aust N Z J Psychiat, 2006, 40(9): 790-796. doi: 10.1080/j.1440-1614.2006.01885.x [22] KERMODE M, BOWEN K, AROLE S, et al. Attitudes to people with mental disorders: a mental health literacy survey in a rural area of maharashtra, india[J]. Soc Psych Psych Epid, 2009, 44(12): 1087-1096. doi: 10.1007/s00127-009-0031-7 [23] 江光荣, 王铭. 大学生心理求助行为研究[J]. 中国临床心理学杂志, 2003, 11(3): 180-184. doi: 10.3969/j.issn.1005-3611.2003.03.007JIANG G R, WANG M. A Study on Help-seeking hropensity of Chinese undergraduates[J]. Chin J Clin Psychol, 2003, 11(3): 180-184. doi: 10.3969/j.issn.1005-3611.2003.03.007 [24] 熊燕, 于祥成, 胡义秋, 等. 硕士研究生新生心理健康状况的调查研究[J]. 中国临床心理学杂志, 2007, 15(1): 56-57. doi: 10.3969/j.issn.1005-3611.2007.01.021XIONG Y, YU X C, HU Y Q, et al. An investigation of psychological health in postgraduate freshmen[J]. Chin J Clin Psychol, 2007, 15(1): 56-57. doi: 10.3969/j.issn.1005-3611.2007.01.021 [25] REAVLEY N J, JORM A F. Public recognition of mental disorders and beliefs about treatment: changes in Australia over 16 years[J]. Br J Psychiat, 2012, 200(5): 419-425. doi: 10.1192/bjp.bp.111.104208 [26] EISENBERG N, FABES R A, MILLER P A, et al. Relation of sympathy and personal distress to prosocial behavior: a multimethod study[J]. J Pers Soc Psychol, 1989, 57(1): 55-66. doi: 10.1037/0022-3514.57.1.55 [27] JORM A F. Mental health literacy: Public knowledge and beliefs about mental disorders[J]. Br J Psychiat, 2000, 177(5): 396-401. doi: 10.1192/bjp.177.5.396 [28] LINCOLN A, PAASCHE-ORLOW M K, CHENG D M, et al. Impact of health literacy on depressive symptoms and mental health-related: quality of life among adults with addiction[J]. J Gen Int Med, 2006, 21(8): 818-822. doi: 10.1111/j.1525-1497.2006.00533.x [29] BAHRAMI M A, BAHRAMI D, CHAMAN-ARA K. The correlations of mental health literacy with psychological aspects of general health among Iranian female students[J]. Int J Ment Health Syst, 2019, 13(1): 1-7. doi: 10.1186/s13033-018-0259-2 [30] PERRY Y, PETRIE K, BUCKLEY H, et al. Effects of a classroom-based educational resource on adolescent mental health literacy: a cluster randomised controlled trial[J]. J Adolesc, 2014, 37(7): 1143-1151. doi: 10.1016/j.adolescence.2014.08.001 [31] MCLUCKIE A, KUTCHER S, WEI Y, et al. Sustained improvements in students' mental health literacy with use of a mental health curriculum in Canadian schools[J]. BMC Psychiatry, 2014, 14(1): 1-6. doi: 10.1186/1471-244X-14-1 [32] 边慧冕, 潘婷, 赵孟. 新型冠状病毒肺炎疫情早期大学生情绪分析[J]. 中国学校卫生, 2020, 41(5): 668-670. doi: 10.16835/j.cnki.1000-9817.2020.05.009BIAN H M, PAN T, ZHAO M. Analysis of college students' mood in the early stage of COVID-19[J]. Chin J Sch Health, 2020, 41(5): 668-670. doi: 10.16835/j.cnki.1000-9817.2020.05.009 [33] 邹小勤. 我国大学生学校适应研究[D]. 厦门: 厦门大学, 2013.ZOU X Q. Research of Adjustment to College of Undergraduates in China[D]. Xiamen: Xiamen University, 2013. [34] WHITLEY J, SMITH J D, VAILLANCOURT T. Promoting mental health literacy among educators: critical in school-based prevention and intervention[J]. Can J Sch Psychol, 2013, 28(1): 56-70. doi: 10.1177/0829573512468852 [35] MILLER L, MUSCI R, D'AGATI D, et al. Teacher mental health literacy is associated with student literacy in the adolescent depression awareness program[J]. Sch Ment Health, 2019, 11(2): 357-363. doi: 10.1007/s12310-018-9281-4 [36] WEI Y, HAYDEN J A, KUTCHER S, et al. The effectiveness of school mental health literacy programs to address knowledge, attitudes and help seeking among youth[J]. Early Int Psych, 2013, 7(2): 109-121. doi: 10.1111/eip.12010 [37] REAVLEY N J, MCCANN T V, JORM A F. Mental health literacy in higher education students[J]. Early Int Psychia, 2012, 6(1): 45-52. doi: 10.1111/j.1751-7893.2011.00314.x [38] LU S, OLDENBURG B, LI W, et al. Population-based surveys and interventions for mental health literacy in China during 1997-2018: a scoping review[J]. BMC Psychiatry, 2019, 19(1): 1-12. doi: 10.1186/s12888-018-1996-0 -
点击查看大图
表(4)
计量
- 文章访问数: 603
- HTML全文浏览量: 412
- PDF下载量: 56
- 被引次数: 0
