家庭功能干预对中学生心理健康状况的影响

杨菁; 柳铭心; 张兴利

doi:10.16835/j.cnki.1000-9817.2025018

家庭功能干预对中学生心理健康状况的影响

doi: 10.16835/j.cnki.1000-9817.2025018

杨菁¹,
柳铭心^2, ,,
张兴利^{3, 4}

1.
西安市第七十中学信健组，陕西 710000
2.
中国儿童中心家庭教育部
3.
中国科学院心理研究所
4.
中国科学院大学心理学系

基金项目:

国家重点研发计划重点专项资助项目 2023YFC3341301

北京市教育学会“十四五”教育科研课题2021年度重点课题 CYZD2021-015

详细信息

作者简介:
杨菁(1993-)，女，陕西省人，硕士，讲师，主要从事心理健康教育及咨询工作

通讯作者:
柳铭心，E-mail：lmx0223@163.com

利益冲突声明 所有作者声明无利益冲突。
中图分类号: G78 G444 R179
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出版历程
- 收稿日期: 2024-09-09
- 修回日期: 2024-12-01
- 网络出版日期: 2025-01-25
- 刊出日期: 2025-01-25

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

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

摘要

摘要: 目的探索家庭功能干预对中学生心理健康状况的影响效果，为促进青少年心理健康发展提供参考。方法 2023年10月至2024年1月，招募某中学初二年级某班学生的44个家庭作为研究对象，采用简单随机抽样法分为干预组(n=21)及对照组(n=23)。两组家庭均参与日常学校各类活动和学习，干预组家庭额外参与10节线上家庭功能干预课程；采用家庭功能评定量表(FAD)、中学生心理健康量表(MSSMHS)作为评估工具。采用Pearson相关分析中学生FAD总分与MSSMHS总均分的相关性，使用重复测量方差分析干预前后FAD各维度得分变化。结果中学生FAD总分与MSSMHS总均分呈正相关(r=0.44，P < 0.01)。干预前，干预组和对照组FAD总分[(143.19±16.05)(144.87±22.40)分]、MSSMHS总均分[(1.69±0.46)(1.77±0.59)分]差异均无统计学意义(t值分别为0.28，0.53，P值均>0.05)。干预后，干预组和对照组FAD总分的时间、组别主效应及时间与组别的交互作用均有统计学意义(F值分别为11.87，7.26，11.04，P值均 < 0.05)；进一步简单效应分析发现，干预组后测FAD总分[(121.71±16.01)分]比前测下降21.48分，且低于对照组后测总分[(144.47±17.71)分]，差异均有统计学意义(t值分别为4.68，4.11，P值均 < 0.05)。干预组和对照组MSSMHS总均分的组别主效应有统计学意义(F=8.45，P < 0.05)，时间主效应无统计学意义(F=1.68，P>0.05)；进一步对比分析发现，干预组后测MSSMHS总均分[(1.34±0.23)分]低于对照组后测总分[(1.85±0.52)分](t=3.48，P < 0.01)。结论家庭功能干预可提升中学生的心理健康状况，应积极采取相关措施促进青少年心理健康发展。
- 家庭 /
- 干预性研究 /
- 精神卫生 /
- 方差分析 /
- 学生
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
注释:

1) 利益冲突声明 所有作者声明无利益冲突。

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表 1 家庭功能干预课程内容

Table 1. Content of family function intervention course

干预顺序	主题	内容概要
1	家有儿女初长成	青少年身体、大脑、心理方面的变化
2	家长的情绪中藏着孩子的未来	家长情绪对青少年的影响、家长的情绪管理
3	做孩子情绪风暴中的定海神针	涵容青少年情绪的具体方法
4	亲子沟通为何总是效果不佳	常见的亲子沟通误区
5	养育不犯愁，良性机制是关键	青春期家长角色的转变
6	平衡孩子独立与家长要求	觉察旧的教养方式、尝试新的教养方式
7	打破旧习惯，探索沟通新模式	觉察旧的沟通习惯、尝试新的沟通方式
8	好的吵架方式让亲子关系更紧密	沟通的深层含义与具体技巧
9	如何同孩子开口谈性	性教育的内容、方法
10	成瘾、自伤行为背后的危与机	青少年成瘾自伤的诱因、专业心理帮助的相关知识

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表 2 干预组和对照组中学生FAD总分和MSSMHS总均分干预前后比较

Table 2. Comparison of FAD total scores and MSSMHS total mean scores between intervention and control middle school students before and after intervention

组别	干预前后	例数	FAD总分	MSSMHS总均分
干预组	前测	21	143.19±16.05	1.69±0.46
	后测	21	121.71±16.01	1.34±0.23
对照组	前测	23	144.87±22.40	1.77±0.59
	后测	23	144.47±17.71	1.85±0.52
F_{时间主效应}值			11.87^**	1.68
F_{组别主效应}值			7.26^*	8.45^**
F_交互效应值			11.04^**	—
注： ^P < 0.05，^*P < 0.01。

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表 3 干预组和对照组中学生干预前后FAD各维度得分比较

Table 3. Comparison of FAD scores in various dimensions between the intervention group and the control group before and after intervention among middle school students

组别	干预前后	例数	统计值	总的功能	行为控制	情感介入	情感反应	角色	沟通	问题解决
干预组	前测	21		26.00±5.58	23.62±4.25	17.81±3.78	16.38±2.36	24.71±6.12	17.10±3.99	17.57±4.15
	后测	21		22.00±6.55	20.24±4.94	14.19±3.40	14.10±3.86	19.00±5.50	16.24±3.53	16.00±4.75
			t值	4.54	5.66	10.65	5.37	10.13	0.54	1.30
			P值	0.04	0.02	< 0.01	0.03	< 0.01	0.47	0.26
对照组	前测	23		26.83±6.13	23.17±5.42	17.26±3.71	17.04±4.50	25.43±6.42	17.30±3.65	18.35±4.47
	后测	23		26.83±4.93	21.57±4.02	17.35±2.95	15.74±2.63	25.74±4.51	18.04±2.80	18.48±3.46
			t值	< 0.01	-1.31	-0.01	1.44	-0.04	-1.40	-1.28
			P值	1.00	0.26	0.93	0.24	0.85	0.32	0.21

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