健康与遗传心理学研究室知识库

新冠肺炎疫情常态化和教育改革背景下，国家高度重视学校心理健康教育和发展。然而，受疫情经年影响、生活节奏快及学业压力大等原因，高中生心理健康现状不容乐观。如何改善高中生心理健康，兼具理论意义与现实价值。

本研究前期使用 CiteSpace 可视化文献分析软件调查，确认班级团体辅导作为一项入门简便、效率高、操作性强心理援助方法，能加强高中生社会支持，帮助学校高效开展心理教育和辅导，适合用于改善高中生心理健康水平。研究以班级团体辅导应用为课题，选择东莞 H 高中学生为研究对象，采用文献综述法、 问卷调研法和比较研究方法开展两个研究，调查高中生心理健康现状，实证研究探讨班级团体辅导干预能否改善高中生心理健康水平。

研究一于 2022 年5月使用60题中学生心理健康量表(MSSMHS-60)调研 H高中学生(n=582)心理健康状况，结果显示心理健康总平均分1.91分，心理健康问题检出率 39.86%，轻度及中度心理问题学生比例较高。对照往期调研数据，并统计结果对比常模，发现 H 高中学生心理健康问题检出率和平均分高于常模，H 高中学生心理健康水平亟需改善。

研究二于 2022 年10月选取H高中高二两个班级分别为干预组和对照组，在干预组开展“增强社会支持”主题的连续八期班级团体辅导活动，同期对照组不做任何干预。使用中学生心理健康量表(MSSMHS-60)和感知社会支持量表 (PSSS)，分别在干预前、干预中、干预结束及干预停止两月后组织两组被试填写问卷量表，收集并筛选合格数据。将干预组(n=36)与对照组(n=36)量表数据进行重复测量方差分析，横向比较干预组和对照组变量走向趋势，并纵向分析四个测量点量表指标差异，分析变量间线性关系。统计表明干预组高中生感知社会支持与心理健康量表得分在干预过程中持续改善而同期对照组观测指标无显著差异，“增强社会支持”为主题的班级团体辅导干预活动能改善干预组学生感知社会支持和心理健康水平。回归分析显示干预组感知社会支持与心理健康变化间存在线性关系，而对照组线无关联。

研究围绕班级团体辅导应用，深入探讨其理论模型、作用机制、研究难点和现实意义。班级团体辅导能有效增强班级凝聚力、改善高中生同伴关系和提高其获得支持及资源能力。呼吁发展完善班级团体辅导理论和实践，推广应用于学校心理健康教育和保健工作，助力学校健全心理健康监测和危机干预，促进高中生身心健康和全面发展。

As the normalization of COVID-19 epidemic and education reform, mental health education and development been great importance for schools. However, Senior high school students’ mental health status is not satisfactory due to the negative influence of COVID-19, fast pace of life and high academic pressure. How to improve their mental health with both theoretical significance and practical value.

The thesis used CiteSpace visualization software to investigate and found class group guidance, as a simple, efficient, and effectively assistance method, could works efficiently in school psychological education and counseling, which have demonstrated its unique value in crisis intervention.

The thesis apply Class Group Guidance on Dongguan H Senior High School Students, conducts two sub studies by using literature review, questionnaire survey, and comparative research methods. Purpose to investigate current mental health status of H senior high school students, to provide evidence and determine the related work direction, conduct empirical research to explore whether class group guidance intervention could improve the mental health level.

In Study 1 Chinese Middle School Students Mental Health Scale (MSSMHS-60) was used to investigate the mental health status of H senior high school student(n=582) in May, 2022. The survey results showing the average score 1.91 with the detection rate 39.86%. Students with mild and moderate mental health problem with high ratio. Comparing the results with previous research data and the norm, mental health level need improvement.

In Study 2, two classes from H Senior High School Students were designated as intervention classes (n=36) and control classes (n=36). Eight consecutive class group guidance activities with the theme of "improving social support" were conducted for the intervention classes. No intervention was performed to the control group during the same period. Using the MSSMHS-60 and Perceived Social Support Scale (PSSS), participants were organized to fill out the scale before, during, after and two months after intervention for data collection in October, 2022. Study 2 conducted repeated measurement analysis of variance (ANOVA) on the collected data of students in the intervention group (n=36) and the control group (n=36). Comparing the difference horizontally and vertically to evaluate the intervention effect, with linear regression analysis shows coefficient between perceived social support and mental health changes for the intervention group. The analysis indicate that class group Guidance is an effective psychological intervention method which could effectively improve students perceived social support and mental health level.

The thesis focuses on the application of Class Group Guidance, exploring its theoretical model, mechanism of action, research difficulties, and practical significance. Class Group Guidance could effectively enhance class cohesion, improve relationships, and enhance ability. Class group guidance with unique advantages. We call for the improvement of related research to promote and adopt Class Group Guidance in school mental health education and monitoring tasks, as to enhance the physical and mental health, as well as comprehensive development of senior high school students.