目的:对沈阳市中小学教师心理健康状况调查及团体干预后结果分析. 方法:随机抽取2 500名中小学教师,用症状自评量表(SCL-90)进行心理健康状况调查分析,心理健康水平低于国内常模的,每周一次团体心理咨询,共进行4次干预后,再次应用SCL-90进行心理评估,做心理干预前、后的对照研究. 结果:中小学教师SCL-90得分与全国常模比较,有9个因子上的平均高于国内成人常模;除偏执因子(P>0.05),其余项目均有差异(P<0.05);男教师各因子分的平均分均高于女性教师,男女教师SCL-90各个因子无差异(P>0.05);团体心理咨询前、后比较可见教师各项因子分均有下降. 结论:对教师心理问题的团体干预是改善教师心理健康的有效的干预措施,有很大的前瞻性.%Objective: To investigate metal health statuses of primary and middle school teachers in Shenyang and analyze group intervention results. Methods:2500 primary and middle school teachers were randomly selected, and investigated with symptom checklist (SCL-90) for their metal health statuses. The cases with mental health levels lower than Chinese norm were given the group consultation once a week for 4 weeks, and assessed by SCL-90 after the intervention. Then, the results before and after the interven-tion were compared. Results:The average scores of 9 factors in SCL-90 of these primary and middle school teachers were higher than national adult norm;except paranoid factor, the differences of all other items were significant (P<0. 05). The factor scores of male teachers were higher than those of female teachers, and the differences were not significant (P>0. 05). All the factor scores were de-creased after the group consultation. Conclusions:The group intervention is effective for improving the mental health of the teachers, and has a lot of prospectiveness.
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