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目的:了解西宁地区中学生情绪障碍者的人格特征及相关因素,以便有针对性地采取干预措施,提高中学生心理健康水平。方法:收集情绪障碍组62例及正常对照59例,采用症状自评量表(SCL-90)艾森克个性问卷(EPQ)及自拟一般资料调查表评估。结果:情绪障碍组在精神质(t=-7.281,P<0.01)、内外向(t=2.025,P<0.05)和神经质(t=3.096,P<0.01)三个人格维度上与正常对照组均有差异。躯体化(t=3.161,P<0.01)、强迫症状(t=2.632,P<0.01)、人际关系敏感(t=3.185,P<0.01)、抑郁(t=5.241,P<0.01)、焦虑(t=4.053,P<0.01)、敌对(t=4.144,P<0.01)、偏执(t=2.567,P<0.01)、精神病性(t=5.366,P<0.01)等因子分均高于正常对照组。结论:西宁地区中学生情绪障碍者的心理健康问题与成长教育环境等多方面因素有关,值得关注。
Objective: To understand the personality traits and related factors of emotionally disabled middle school students in Xining, in order to take targeted interventions to improve the mental health of middle school students. Methods: Sixty-two patients with mood disorders and 59 normal controls were collected and assessed by using the Symptom Checklist-90 (SCQ-90) Eysenck Personality Questionnaire (EPQ) and self-prepared general information questionnaire. Results: In the mood disorder group, compared with the normal control group (t = -7.281, P <0.01), extroversion (t = 2.025, P <0.05) and neuroticism (t = 3.096, P <0.01) There are differences. (T = 3.161, P <0.01), compulsive symptoms (t = 2.632, P <0.01), interpersonal sensitivity (t = 3.185, paranoid (t = 2.567, P <0.01), psychotic (t = 5.366, P <0.01) and other factors were higher than those of the normal control group (t = 4.053, P <0.01) group. Conclusion: The psychological health problems of middle school students with emotional problems in Xining are related to many factors such as the growth of educational environment, which deserve attention.