College mental health education from the University Students Mental Health Status of the developmen.docx
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College mental health education from the University Students Mental Health Status of the developmen.docx
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CollegementalhealtheducationfromtheUniversityStudentsMentalHealthStatusofthedevelopmen
CollegementalhealtheducationfromtheUniversityStudents’MentalHealthStatusofthedevelopmenttrend
Abstract:
Inordertounderstandthementalhealthstatusandtrendsofthefreshmen,thethirdnewborn,YanshanUniversity,2006-200811111SCL-90psychologicalscreening.SCL-90totalscoreandninescoresofsignificantdifferencebetweenthethirdnewborn,andyearbyyear,threefreshmenandoverallseverepsychologicalproblemsdetectionrateswere11.24%,7.86%,4.83%and7.89%isthenormalrange,withthenationalnormcomparedtothethirdnewbornsomatization,depressionandhostilitythreefactorscoreslow,theremainingsixfactorsofahighernormandcollegestudentscomparedthreenewbornninefactorscoreswerelower.resultssuggestthat,samplesofnewmentalhealthlevelisincreasedyearbyyear,atahighlevelinthestudentpopulation.theseresultswiththeschoolmentalhealtheducationmodebythecorrectionmodetodevelopmentmodeshift,andwiththiscorrespondstotheteachingofthemainexpansioniscloselylinkedtothearticlebasedonthesuccessfulexperienceoftheschool,comeoutofthethinkingonthedevelopmenttrendofChina’scollegementalhealtheducation.
Keywords:
mentalhealth,education,trends,SCL,collegestudents
Fromsecondaryschooltoentercollege,isanimportantturningpointinlife.Juststeppedintotheofcollegefreshmenarefacedwithanewworld,whetherthecampusenvironment,interpersonalatmosphere,orlearning,whetherpersonalgoals,familyexpectationsorself-positioning,haveundergonetremendouschanges.Therefore,freshmenbasicallyneedtogothroughaprocessofadaptation.Inrecentyears,theadaptationofcollegefreshmenhasgivenrisetothesocialaspects,especiallyintheeducation,psychologyandawiderangeofmentalhealthacademicattentionineducationcircles,withthedepthofChina’shighereducationreform,theworkoftheMentalHealthincreasinglyimportant,theoptimizationoftheestablishmentofaspecializedmentalhealthinstitutions,theperfectionofthemechanismandtheteam,thecommonguidethedirectionofmentalhealtheducationbythecorrectionmodetodevelopmentmode.Universitystudents’mentalhealth,generalsurveyisoneoftheimportantworkindevelopmentmode.locatedinthecoastalcity-QinhuangdaoCity,HebeiProvince,YanshanUniversityisanationalkeyuniversity.since2002,theschool’sstudentmentalhealtheducationalinstitutions-CollegeStudents’MentalHealthEducationServiceCenter(hereinafterreferredtoasthe“psychologicalcenter”hasusedtheSymptomChecklist(SCL-90,thecartel’s16personalityfactortest(16PFEysenckPersonalityQuestionnaire(EPQ,collegestudents,PersonalityQuestionnaire(UPIroomtreepersonprojectivetestineachsessionofthefreshmeninthepsychologicalhealthofageneralsurveyandscreeningtestresultsforeachstudenttocreateapsychologicalfile,andfortocarryoutvariousformsofinterventionsuchasindividualcounseling,groupcounseling,mentalhealthseminars,mentalhealthinformationbrochuresandcounselingforscreeningoutstudentswithpsychologicalproblems,andachievedverygoodresults.authorfromthelastthreegeneralsurveyoftheresultsofYanshanUniversityStudents‘Mentalandpost-interventionexperience,talkaboutthedevelopmenttrendofcollegestudents’mentalhealtheducation.
StatusofamentalhealthofcollegefreshmenSCL-90resultsinthelastthreeyears(2006-2008YanshanUniversitypsychologicalgeneralsurveydatatocomparethestatisticsandanalysisofobtainedresultsandtherevelationofthefollowingfourareas.
1,thedetectionrateofthethirdPsychologicalProblems:
dividedbyafactorof>=3asthedetectionstandard,2006,2007and2008freshmenpsychologicalproblemsweredetectedin11.24%,7.86%and4.83%,threenewbornoveralldetectionrateof7.89%,otherresearchshowsthattheSCL-90studentpopulation,thedetectionrateofpsychologicalproblemsisgenerally2.3%-26.1%[1-3].,YanshanUniversity,thefindingswithotherThefindingsofcollegesanduniversitiesarenotthesame,indicatingthatthecollegestudentsofdifferentcollegesanduniversitiesintheirpsychologicalcharacteristicstherearesomedifferences,atthesametime,thisstudy,threenewbornoverallpsychologicalproblemswas7.89%,doesnotexceedthescopeoftheabove-mentionedsimilarfindings,basicallyinasimilarstudyofmiddleorlowerlevel,suggestingthatthenormalschoolfreshmenratiooftheoccurrenceofpsychologicalproblems.
2,thecomparisonofthethreefreshmenmentalhealth:
analysisofvarianceshowedtheSCL-90totalscoreandtheninefactors,withoutexception,showedasignificantdifferencebetweenthethirdnewborn,andhassignificantlyreducedyearbyyeartrend(p<0.01.promptedschoolfreshmenlevelofmentalhealthinrecentyearsincreasedyearbyyear.
3,thethirdthenewbornoverallpsychologicalhealthstatusandnormcomparison:
thethirdnewbornoverallSCL-90factorscoresandcollegestudentsthenormandthenationalnormcompared,thereisasignificantdifference(p<0.01.Whichnormcomparedandcollegestudents,threefreshmenninefactorswerelower,suggestingmoreoptimisticabouttheoverallmentalhealthofschoolfreshmen,butalsothementalhealthofuniversityfreshmenhavetheirowngroupidentity,andcollegestudentsnormtherearesignificantdifferencesinnormcomparedwiththenational,threefreshmensomatization,depressionandhostility,thethreefactorsarelower,andtheremainingsixfactorscoreshigher,suggestingthatthelevelofmentalhealthandthegeneralpopulationofschoolfreshmentherearestillsomegaps,especiallyobsessive-compulsivesymptomsandinterpersonalsensitivetotwoaspectsoftheweakisthethirdnewbornincommon,andattachesgreatimportancetoschool-relatedmentalhealthworkersshouldcause.
4,thethirdfactordistributionofthesymptomsofpsychologicalproblems:
Theresultsshowseveresymptomsofthehighestproportionoffactorthreefreshmenare:
2006forobsessive-compulsivesymptoms,interpersonalsensitivityandparanoia2007interpersonalsensitivity,obsessive-compulsivesymptomsanddepression2008interpersonalsensitivityandobsessive-compulsivesymptoms,threefreshmenoverallobsessive-compulsivesymptomsandinterpersonalsensitivity,thedetectionratesoftheabovefactorsisclosetoorgreaterthan2percent,thelowestproportionofseveresymptomsfactorsare:
2006,2007andoverallaresomatization,2008somatization,terror,anxietyandpsychosis,theabovefactors,thedetectionrateoflessthan0.5%isnotdifficulttosee,forcingtheexceptionofthesymptomsandinterpersonalsensitivitytwoinrecentyears,theschoolthecommonproblemofcollegefreshmen,thisisundoubtedlytotheschoolpsychologicaleducatorspointedoutthedirectionandfocusforfuturework.
Second,students’psychologicalhealtheducationdevelopmenttrendsManydiscussedontheadjustmentproblemsofcollegefreshmenare:
freshmenadaptmainlytoadaptthelivingenvironment,interpersonaladaptation,andlearningtoadapttotheproblemofself-awarenessandpositioningproblems[4].MentalCenter,YanshanUniversitycarriedoutaseriesofeducationalandservicemeasures,thesemeasuresaretolearnfromthevaluableexperienceofmanyotheruniversitiesonthebasisof,afteryearsofexplorationandresearch,summeduptoupgradeoutforthefreshmenofthecommonpsychologicaladaptation,hasbeentheformationofamorecomprehensiveandeffectivesystem[5].YanshanUniversity,basedonthedomesticandforeignscientificfindingsonthementalhealtheducationprogramdesignedtofullyconsiderandcoverthesefactors,fullyreflectsthebasicideaoftheschoolmentalhealtheducationbythecorrectionmodetodevelopmentmodeshiftfromYanshanUniversity,thesuccessfulexperienceofmentalhealtheducationforfreshmenstarting,extendedandexpandedtoourcollegesanduniversitiesforallstudentsofmentalhealtheducationthedevelopmenttrend,Ibelieve,shouldfocusontostartfromtheconceptofchangeandmeasurestocarryouttwomajoraspects.
(AMentalHealthEducationIdeas1bythecorrectionmodetodevelopmentmodeshiftMentalhealtheducationistoreflectsomekindofmentalhealtheducationthought,targetingthetypicalwaytopromotementalhealtheducationfunctioning.Fromthepointofviewofservicesandtargetclassification,thecorrectionmodeandthemodeofdevelopmentaretwotypesofcorrectionmodepsychologicalbarriersstudents,theprimaryobjectivetoeliminatethesymptomsofthismodelwithastrongmedicalcolor,whichischaracterizedbyafocusonthespecificanalysisofthepsychologicalproblemsthroughcommunicationbetweenteachersandstudentsmindboththebasisofempathyequalityandsinceredialogue,targetedeliminationofpsychologicalproblems,itslimitationsarealsoobvious:
theappliancemodelisapassiveeducationalstrategies,thatiswhenthestudents’psychologicalproblemsandthentakeremedialmeasures,anddemandingcorrectionmode,theprofessionalismofeducatorsandtechnicallevel,ifithasnotreceivedformaleducationandtraining,therewillinevitablybesometechnicalproblemsintheactualoperationorevennegativeeffect.Sharethefreepapersto
2,teachingthemaintransition
Inthetraditionalschoolmentalhealtheducationmode,themainteachingisoneofthefewschool-timeandpart-timepsychologyteacher,eveniftherequirementsinaccordancewiththeMinistryofEducationofcollegecounselingteachers
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