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目的评价健康促进学校项目对改善学校心理社会环境的效果,为探索有效的干预模式提供依据。方法对杭州某小学开展以心理社会环境改善为重点的健康促进学校综合干预,并于干预前后对66名教师和208名四年级学生进行心理社会环境状况调查。结果干预后师生评价学校心理社会环境明显改善,7个能区得分分别从(3.361±0.495),(3.199±0.547),(3.263±0.552),(3.257±0.601),(3.201±0.616),(3.161±0.679),(3.402±0.587)分上升到(3.669±0.420),(3.663±0.419),(3.780±0.387),(3.743±0.364),(3.683±0.424),(3.692±0.431),(3.751±0.371)分(P值均<0.05)。反映突出的问题干预前后比较差异均有统计学意义(P值均<0.05)。结论以心理社会环境改善为重点的健康促进学校项目能有效改善学校心理社会环境状况,值得推广。
Objective To evaluate the effect of Health Promotion School project on improving psychosocial environment in schools and provide basis for exploring effective intervention models. Methods A comprehensive intervention in health promotion school focused on the improvement of psychosocial environment was carried out in a primary school in Hangzhou. Before and after the intervention, 66 teachers and 208 fourth graders were surveyed on the psychosocial and environmental conditions. Results After the intervention, teachers and students appraised the psychological and social environment of the school significantly improved. The scores of the 7 energy regions were (3.361 ± 0.495), (3.199 ± 0.547), (3.263 ± 0.552), (3.257 ± 0.601), (3.201 ± 0.616) (3.663 ± 0.420), (3.663 ± 0.419), (3.780 ± 0.387), (3.743 ± 0.364), (3.683 ± 0.424), (3.692 ± 0.431), (3.163 ± 0.679), (3.402 ± 0.587) (3.751 ± 0.371) points (P <0.05). Reflect the outstanding problems before and after intervention were statistically significant differences (P all <0.05). Conclusions Health Promotion School, which focuses on the improvement of psychosocial environment, can effectively improve the school psychosocial environment and is worth promoting.