Influence of school mental health education combined with family intervention on the mental health of middle school students

ZHAO Xianzi; WANG Jianbiao

doi:10.16835/j.cnki.1000-9817.2021.03.022

Volume 42 Issue 3

Apr. 2021

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ZHAO Xianzi, WANG Jianbiao. Influence of school mental health education combined with family intervention on the mental health of middle school students[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2021, 42(3): 408-411. doi: 10.16835/j.cnki.1000-9817.2021.03.022

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ZHAO Xianzi, WANG Jianbiao. Influence of school mental health education combined with family intervention on the mental health of middle school students[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2021, 42(3): 408-411. doi: 10.16835/j.cnki.1000-9817.2021.03.022

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Influence of school mental health education combined with family intervention on the mental health of middle school students

doi: 10.16835/j.cnki.1000-9817.2021.03.022

ZHAO Xianzi¹,
WANG Jianbiao²

1.
College of Education, Hebei Normal University, Shijiazhuang(050024), China

Received Date: 2020-09-22
Rev Recd Date: 2020-11-10

Available Online: 2021-04-20

Publish Date: 2021-03-25

Abstract

Abstract

Objective To explore the influence of school mental health education combined with family intervention on the mental and physical health of middle school students. Methods A total of 280 students in six classes of the experimental middle school attached to Hebei Normal University were convenient selected as participants, and two classes in each grade were included in the experimental group and the control group. The experimental group received school mental health education and family intervention, while the control group only received school mental health education. The changes in GHQ, SCL-90 and common mental health problems were compared before and after intervention. Results The total score of GHQ-12 was (5.06±1.33) in the experimental group after intervention and (15.62±3.84) before intervention. The total score of GHQ-12 in the experimental group after intervention was significantly lower than that before intervention, and significantly lower than that in the control group(t=13.65, 8.39, P < 0.05). The scores for somatization, anxiety, depression, paranoia, interpersonal sensitivity, obsessive-compulsive symptoms, hostility, paranoia and psychosis in the experimental group were significantly lower than those in the control group(t=-13.21--6.71, P < 0.05). After the intervention, the proportions of good interpersonal relationships, good parent-child relationships and after-school hobbies in the experimental group were 68.28%, 66.21% and 84.14%, respectively, which were significantly higher than those in the control group(35.56%, 40.74% and 51.85%, respectively), the proportions of people without intimate friends, early love and love after school were 9.66%, 9.66% and 4.14%, respectively, which were significantly lower than those in the control group(20.74%, 24.44%, 21.48%)(P < 0.05). Conclusion School mental health education and family intervention can effectively improve the mental health of middle school students, improve their interpersonal relationships and promote their mental and physical health.
- Mental health,
- Health education,
- Family,
- Intervention studies,
- Students

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References(15)

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