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目的了解青少年心理健康状况与父母养育方式的关系,揭示在不同家庭生活模式中教养的子女会有何种心理差异,并导致不同心理问题的产生。方法运用症状自评量表(SCL-90)和本研究自行设计的青少年调查问卷,同全国青少年常模进行统计学比较,用统计工具SPSS 13.0进行单样本t检验。结果①与父母交流少的子女因子得分明显高于1986年全国青少年常模(躯体化t=2.95,强迫t=7.56,人际t=1.87,抑郁t=4.71,焦虑t=4.66,敌对t=7.16,恐怖t=4.20,偏执t=4.33,精神病性t=4.86;P≤0.001);②对学生不同居住模式进行分析,寄居亲属家的学生,强迫症状和敌对因子得分较高(强迫t=2.46,敌对t=3.40;P≤0.05);③认为父母对自己不了解的学生因子得分明显较高(躯体化t=6.01,强迫t=11.41,抑郁t=6.54,焦虑t=8.11,敌对t=12.42,偏执t=7.70,精神病性t=8.46;P≤0.01)。结论本组被试强迫和敌对等因子的均分普遍高于全国常模。父母应采用青少年易接受的方式与其交流,为其养成良好的思维模式和人格品质创造条件。
Objective To understand the relationship between mental health status of adolescents and parental rearing patterns and to reveal the psychological differences among children reared in different family lifestyles and lead to different psychological problems. Methods Using self-rating Symptom Checklist 90 (SCL-90) and self-designed questionnaire for adolescents in this study, we compared with the norm of national adolescents for statistical analysis and performed a one-sample t-test with statistical tools SPSS 13.0. Results ① The score of children who had less communication with their parents was significantly higher than that of the national model of adolescents in 1986 (somatization t = 2.95, compulsion t = 7.56, interpersonal t = 1.87, depression t = 4.71, anxiety t = 4.66, hostility t = 7.16 , Horror t = 4.20, paranoid t = 4.33, psychotic t = 4.86; P≤0.001); ②Analysis of different living patterns of students, relatives living in relatives, scores of obsessive compulsive symptoms and hostile factors were higher (forced t = 2.46 , Hostile t = 3.40; P≤0.05); ③Parents thought they did not understand the student factor scores were significantly higher (somatization t = 6.01, forced t = 11.41, depression t = 6.54, anxiety t = 8.11, hostility t = 12.42, paranoid t = 7.70, psychotic t = 8.46; P ≦ 0.01). Conclusion The average scores of coercion and hostility in this group of subjects are generally higher than that of the national norm. Parents should communicate with them in a way that is acceptable to young people and create conditions for their development of good modes of thinking and personality.