青春期同伴教育对青少年心理弹性干预效果分析

刁华; 杨连建; 李婷; 金凤; 蒲杨; 王宏

doi:10.16835/j.cnki.1000-9817.2021.07.003

青春期同伴教育对青少年心理弹性干预效果分析

doi: 10.16835/j.cnki.1000-9817.2021.07.003

重庆医科大学公共卫生与管理学院/医学与社会研究中心/健康领域社会风险预测治理协同创新中心, 重庆 400016

基金项目:

教育部人文社会科学研究规划基金项目 17YJA840015

详细信息

作者简介:
刁华(1994-), 男, 重庆永川人, 在读硕士, 主要研究方向为儿童青少年卫生及疾病控制策略

通讯作者:
王宏, E-mail: wangh111111@aliyun.com

中图分类号: R179 B844.2
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- 被引次数: 0
出版历程
- 收稿日期: 2020-10-13
- 修回日期: 2020-12-21
- 网络出版日期: 2021-07-23
- 刊出日期: 2021-07-25

Effects of adolescent peer education psychological resilience of adolescents

School of Public Health and Management, Research Center for Medicine and Social Development, Innovation Center for Social Risk Governance in Health, Chongqing Medical University, Chongqing(400016), China

摘要

摘要: 目的考察青春期同伴教育对儿童青少年心理弹性的干预效果分析，为预防儿童青少年青春期生理和心理问题提供科学依据。方法采用非等同比较组设计方法抽取重庆市綦江区2个乡镇，随机分为干预组(732名)和对照组(881名)，干预组接受1年同伴教育干预，对照组不采取任何干预措施；利用心理韧性量表及基本信息问卷收集数据。结果干预后，对照组目标专注、情绪控制、家庭支持、人际协助和心理弹性总分分别降低了0.96，0.72，0.63，1.16和3.31分(t值分别为5.75，3.91，3.52，5.86，6.29，P值均 < 0.05)，干预组情绪控制、人际协助和总心理弹性总分分别提高了1.05，0.54和1.72分(t值分别为-4.89，-2.46，-2.76，P值均 < 0.05)；多重线性回归分析结果显示，与对照组相比，干预组的目标专注(B=0.38)、情绪控制(B=0.85)、家庭支持(B=0.29)、人际协助(B=0.83)和总心理弹性(B=2.40)增长更显著(P值均＜0.05)。结论基于青春期健康教育的同伴教育对提高青少年的目标专注、情绪控制、家庭支持、人际协助和总心理弹性是有效的。
- 青春期 /
- 健康教育 /
- 精神卫生 /
- 干预性研究 /
- 青少年
Abstract: Objective To verify the effectiveness of adolescent peer education on psychological resilience of adolescents, so as to provide a scientific reference for preventing adolescents' physical and mental health problems. Methods The non-equivalent comparison group design method was conducted involving 2 towns which were divided into an intervention group(n=732) and a control group(n=881). The intervention group received 1-year peer education. Their resilience and basic information was assessed by using a adolescent psychological resilience scale and a self-designed basic situation questionnaire. Results After the intervention, in the control group, target concentration, emotional control, family support, interpersonal assistance, and total psychological resilience were reduced by 0.96, 0.72, 0.63, 1.16 and 3.31, respectively(t=5.75, 3.91, 3.52, 5.86, 6.29, P < 0.05); in the intervention group, emotional control, interpersonal assistance, and total psychological resilience were increased by 1.05, 0.54 and 1.72, respectively(t=-4.89, -2.46, -2.76, P < 0.05). Multiple linear regression showed that the intervention group's target concentration(B=0.38), emotional control (B=0.85), family support(B=0.29), interpersonal assistance(B=0.83), and total psychological resilience(B=2.40) increased higher than the control group(P < 0.05). Conclusion Adolescent peer education is effective in improving the target concentration, emotional control, family support, interpersonal assistance, and total psychological resilience.
- Puberty /
- Health education /
- Mental health /
- Intervention studies /
- Adolescent

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表 1 一般人口学特征分布干预组和对照组间比较

Table 1. Distribution of socio-demographic characteristics between control and intervention groups

社会人口学指标	选项	对照组 (n=881)	干预组 (n=732)	χ²值	P值
学段	小学	345(39.2)	314(42.9)	2.31	0.13
	初中	536(60.8)	418(57.1)
性别	男	438(49.7)	378(51.6)	0.59	0.44
	女	443(50.3)	354(48.4)
独生子女	是	165(18.7)	122(16.7)	1.16	0.28
	否	716(81.3)	610(83.3)
父母关系	好	773(87.7)	599(81.8)	12.55	< 0.01
	一般	86(9.8)	114(15.6)
	差	22(2.5)	19(2.6)
与父亲关系	好	751(85.2)	578(79.0)	10.90	< 0.01
	一般	108(12.3)	127(17.3)
	差	22(2.5)	27(3.7)
与母亲关系	好	776(88.1)	633(86.5)	0.99	0.61
	一般	78(8.9)	75(10.2)
	差	27(3.1)	24(3.3)
父亲文化程度	初中及以下	579(65.7)	419(57.2)	14.76	< 0.01
	高中/中专	264(30.0)	286(39.1)
	大专及以上	38(4.3)	27(3.7)
母亲文化程度	初中及以下	578(65.6)	452(61.7)	2.58	0.28
	高中/中专	281(31.9)	260(35.5)
	大专及以上	22(2.5)	20(2.7)
教养方式	民主型	648(73.6)	487(66.5)	16.83	< 0.01
	专制型	132(15.0)	160(21.9)
	溺爱型	77(8.7)	54(7.4)
	忽视型	24(2.7)	31(4.2)
家庭经济状况	好	287(32.6)	276(37.7)	24.69	< 0.01
	一般	434(49.3)	386(52.7)
	差	160(18.2)	70(9.6)
学习成绩	好	240(27.2)	205(28.0)	0.78	0.68
	一般	442(50.2)	375(51.2)
	差	199(22.6)	152(20.8)
关系密切的	≤2	188(21.3)	172(23.5)	3.09	0.21
朋友/个	3~5	388(44.0)	291(39.8)
	≥6	305(34.7)	269(36.7)
注：( )内数字为构成比/%。

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表 2 对照组与干预组干预前后心理弹性均分比较(x±s)

Table 2. Comparison of resistance before and after intervention in two groups (x±s)

分组	干预前后	统计值	目标专注	情绪控制	积极认知	家庭支持	人际协助	总分
对照组 (n=881)	干预前		17.72±4.41	20.05±4.77	13.85±3.51	20.67±4.42	20.12±5.03	92.40±14.67
对照组 (n=881)	干预后		16.76±4.37	19.33±5.00	14.00±3.64	20.04±4.87	18.96±5.13	89.09±15.34
		t值	5.75	3.91	-1.10	3.52	5.86	6.29
		P值	< 0.01	< 0.01	0.27	< 0.01	< 0.01	< 0.01
干预组 (n=732)	干预前		17.28±4.39^*	19.30±4.79^*	13.77±3.50	19.80±4.52^*	19.45±4.74^*	89.61±13.91^*
干预组 (n=732)	干预后		17.14±4.36	20.35±5.08	14.03±3.79	19.82±5.34	19.99±5.51	91.33±17.19
		t值	0.72	-4.89	-1.63	-0.09	-2.46	-2.76
		P值	0.47	< 0.01	0.10	0.93	0.01	0.01
注：干预前与对照组比较，*P < 0.05。

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表 3 同伴教育干预效果评价的多重线性回归分析(n=1 613)

Table 3. Effect of peer education intervention for adolescents in multiple linear regression (n=1 613)

心理弹性	B值	标准误	t值	P值
目标专注	0.38	0.13	2.90	< 0.01
情绪控制	0.85	0.14	5.90	< 0.01
积极认知	0.07	0.11	0.62	0.54
家庭支持	0.29	0.14	2.09	0.04
人际协助	0.83	0.15	5.49	< 0.01
总分	2.40	1.41	5.82	< 0.01

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