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
计量
- 文章访问数: 881
- HTML全文浏览量: 399
- PDF下载量: 85
- 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

HTML全文

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/%。

下载: 导出CSV

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。

下载: 导出CSV

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

下载: 导出CSV

参考文献(19)

[1]	LUTHAR S S, CICCHETTI D, BECKER B. The construct of resilience: a critical evaluation and guidelines for future work[J]. Child Dev, 2000, 71(3): 543-562. doi: 10.1111/1467-8624.00164
[2]	RICHARDSON G E. The metatheory of resilience and resiliency[J]. J Clin Psychol, 2010, 58(3): 307-321.
[3]	史光远, 崔丽霞, 雷雳, 等. 大学生的压力、情绪与心理弹性[J]. 中国心理卫生杂志, 2013, 27(9): 703-708. doi: 10.3969/j.issn.1000-6729.2013.09.013 SHI G Y, CUI L X, LEI L, et al. Stress, affect and resilience in college students[J]. Chin J Ment Health, 2013, 27(9): 703-708. doi: 10.3969/j.issn.1000-6729.2013.09.013
[4]	张光珍, 王娟娟, 梁宗保, 等. 初中生心理弹性与学校适应的关系[J]. 心理发展与教育, 2017, 33(1): 11-20. https://www.cnki.com.cn/Article/CJFDTOTAL-XLFZ201701002.htm ZHANG G Z, WANG J J, LIANG Z B, et al. The relation between adolescents' resilience and school adaptation[J]. Psychol Dev Educ, 2017, 33(1): 11-20. https://www.cnki.com.cn/Article/CJFDTOTAL-XLFZ201701002.htm
[5]	罗捷, 马红梅. 国内外同伴教育在乳腺癌病人护理中的应用现状[J]. 全科护理, 2018, 16(13): 1571-1573. doi: 10.12104/j.issn.1674-4748.2018.13.011 LUO J, MA H M. Status on the application of peer education in the care of breast cancer patient in China and abroad[J]. Chin General Pract Nurs, 2018, 16(13): 1571-1573. doi: 10.12104/j.issn.1674-4748.2018.13.011
[6]	李高叶, 应燕萍. 同伴教育在慢性病病人健康管理中的应用现状及展望[J]. 循证护理, 2017, 3(6): 584-589. doi: 10.3969/j.issn.2095-8668.2017.06.004 LI G Y, YING Y P. Application status quo and expectation of peer education in health management of patients with chronic diseases[J]. Chin Evidence-based Nurs, 2017, 3(6): 584-589. doi: 10.3969/j.issn.2095-8668.2017.06.004
[7]	MARKS B, SISIRAK J, MAGALLANCES R, et al. Effectiveness of a healthpessages peer-to-peer program for people with intellectual and developmental disabilities[J]. Intell Dev Disabil, 2019, 57(3): 242-258. doi: 10.1352/1934-9556-57.3.242
[8]	SUN T, BUCHANAN A L, BRATBERG J P, et al. Rx for addiction and medication safety (RAMS-PEER): evaluation of an education and peer program on opioid misuse[J]. Prev Chron Dis, 2020, 17: E37. http://www.researchgate.net/publication/341550759_Rx_for_Addiction_and_Medication_Safety_RAMS-PEER_Evaluation_of_an_Education_and_Peer_Program_on_Opioid_Misuse
[9]	黄轲, 刘琴, 张帆, 等. 我国心理弹性干预措施及其效果的系统评价[J]. 中国循证医学杂志, 2013, 13(4): 373-378. https://www.cnki.com.cn/Article/CJFDTOTAL-ZZXZ201304002.htm HUANG K, LIU Q, ZHANG F, et al. Effectiveness of psychological resilience intervention in China: a systematic review[J]. Chin J Evidence-Based Med, 2013, 13(4): 373-378. https://www.cnki.com.cn/Article/CJFDTOTAL-ZZXZ201304002.htm
[10]	张佳佳. 军校大学生心理弹性特点及心理弹性促进研究[D]. 重庆: 第三军医大学, 2011. ZHANG J J. Research on the resilience characteristics and resilience improvement of military students[D]. Chongqing: Third Military Medical University, 2011.
[11]	JOINSON C, HERON J, LEWIS G, et al. Timing of menarche and depressive symptoms in adolescent girls from a UK cohort[J]. Br J Psychiatry J Ment Sci, 2011, 198(1): 17. doi: 10.1192/bjp.bp.110.080861
[12]	HENDERSON, NAN. Resiliency in schools: making it happen for students and educators[J]. Principal, 1997, 77(2): 10-17.
[13]	曾鑫. 初中生心理弹性及其教育干预的研究[D]. 福州: 福建师范大学, 2014. ZENG X. The study of resilience and educational the study of resilience and educational intervention in junior middle school students[D]. Fuzhou: Fujian Normal University, 2014.
[14]	胡月琴, 甘怡群. 青少年心理韧性量表的编制和效度验证[J]. 心理学报, 2008, 40(8): 902-912. https://www.cnki.com.cn/Article/CJFDTOTAL-XLXB200808005.htm HU Y Q, GAN Y Q. Development and psychometric validity of the resilience scale for Chinese adolescents[J]. Acta Psychol Sinica, 2008, 40(8): 902-912. https://www.cnki.com.cn/Article/CJFDTOTAL-XLXB200808005.htm
[15]	SCHLEIDER J L, YE F, WANG F, et al. Longitudinal reciprocal associations between anxiety, depression, and alcohol use in adolescent girls[J]. Alcohol Clin Exp Res, 2019, 43(1): 98-107. doi: 10.1111/acer.13913
[16]	REARDON L E, LEEN-FELDNER E W, HAYWARD C. A critical review of the empirical literature on the relation between anxiety and puberty[J]. Clin Psychol Rev, 2009, 29(1): 1-23. doi: 10.1016/j.cpr.2008.09.005
[17]	AKÇAÖ F, AA VURAL T, TÜRKOĜLU S, et al. Anxiety sensitivity: changes with puberty and cardiovascular variables[J]. Pediatr Int, 2015, 57(1): 49-54. doi: 10.1111/ped.12443
[18]	周巧华, 卢建平, 萧素媚, 等. 心理干预联合性健康教育对青少年青春期性健康的影响研究[J]. 中国性科学, 2015, 24(8): 104-107. https://www.cnki.com.cn/Article/CJFDTOTAL-XKXZ201508040.htm ZHOU Q H, LU J P, XIAO S M, et al. Impact of psychological intervention combined sexual health education on adolescent sexual health[J]. Chin J Human Sex, 2015, 24(8): 104-107. https://www.cnki.com.cn/Article/CJFDTOTAL-XKXZ201508040.htm
[19]	周玲霞. 留守初中生同伴关系、自我概念与心理弹性的关系及心理弹性干预研究[D]. 赣州: 赣南师范学院, 2015. ZHOU L X. A study of the relationship among resilience, peer relationship and self-concept in left-behind junior high school student and the intervention of resilience[D]. Ganzhou: Gannan Normal University, 2015.