Investigation and analysis report on adolescent mental health 1
Survey: Qin Ren Yan Qin Yu Qi Zhi Huang Min Ya Song
Instructors: Li Jiahua and Wang Lijuan.
Teenagers are the hope of the motherland and the future of the nation. Good psychological quality is an important part of people's overall quality. However, with the rapid development of society and the increasing social competition, the mental health of teenagers shows a downward trend. In this context, we conducted a social survey on the mental health of adolescents in nine provinces (municipalities and autonomous regions) of China. The results show that the mental health status of urban adolescents is poor, accounting for 12.63% of the total, while the mental health level of rural adolescents is also not optimistic, accounting for 1 1.90% of the total. I hope our research results can arouse widespread concern in society, improve the mental health level of teenagers and let them grow up healthily and happily. The investigation report includes six main contents, namely: investigation background, investigation process, investigation result, cause analysis, countermeasure research and investigation testimony.
Keywords: adolescent mental health
I. Survey background
In the Guiding Outline of Mental Health Education in Primary and Secondary Schools promulgated by the Ministry of Education in 2002, it is pointed out that? Good psychological quality is an important part of people's comprehensive quality. Mental health education is an education to improve the psychological quality of primary and secondary school students and an important part of implementing quality education. Primary and secondary school students are in an important period of physical and mental development. With the development of physiology and psychology, the expansion of social experience and the change of thinking mode, especially in the face of the pressure of social competition, they will encounter all kinds of psychological puzzles or problems in their study, life, interpersonal communication, further education and employment, and self-cognition. Therefore, developing mental health education in primary and secondary schools is the need of students' healthy growth and the inevitable requirement of promoting quality education. ?
"Several Opinions on Strengthening Mental Health Education in Primary and Secondary Schools" points out: Nowadays, with the rapid development of science and technology in the world and the increasingly fierce international competition, to realize the great rejuvenation of the Chinese nation, we must strive to train hundreds of millions of high-quality workers and tens of millions of professionals who meet the requirements of modernization. Good psychological quality is an important part of people's all-round quality and a very important content of talents' quality in the future. Contemporary primary and secondary school students are a cross-century generation. They are in an important period of physical and mental development, and most of them are only children. With the development of physiology and psychology, the increase of competitive pressure, the expansion of social experience and the change of thinking mode, they may encounter or produce various psychological problems in their study, life, interpersonal communication and self-awareness. Some problems, if not solved in time, will have a negative impact on the healthy growth of students, which will seriously lead to behavioral disorders or personality defects of students. Their healthy growth not only needs a harmonious and relaxed environment, but also needs to help them master the methods and abilities of self-regulation and self-development. ?
The descriptions in these two policies basically summarize the characteristics of the psychological situation of middle school students today. From the current social reality, the main responsibility of middle school students' mental health education is mainly borne by schools and parents. However, influenced by the traditional concept of family education and the deep-rooted educational concept of taking grades as the center and taking further studies as the goal, it has not played its due role in students' mental health education.
Second, the investigation process
(a) the object of investigation
This activity is a sampling survey of the mental health status of teenagers in China. We have designated three provinces (autonomous regions and municipalities directly under the Central Government) in the east, middle and west of China, namely: Tianjin, Zhejiang, Liaoning, Shanxi, Jiangxi, Hubei, Inner Mongolia, Ningxia and Xinjiang. Each province also selected 50 students from urban senior high schools, urban junior high schools, rural senior high schools and rural junior high schools for investigation. Considering the operability of the survey, as well as our financial resources, manpower and other factors, we will determine the scope of the survey as junior two and senior two students, because we believe that the mental health status of these students can best represent the overall level of junior high school students.
This survey * * * distributed questionnaires 1800, interviewed 72 people, and collected questionnaires 1728, of which 15 18 were valid.
(2) survey methods and tools
This survey adopts questionnaire survey method (students fill in the questionnaire by themselves and give unified guidance) and structured interview method, which is conducted in students' self-study class.
The questionnaire we used was the Mental Health Diagnostic Test (MHT) revised by Professor Zhou Bucheng from the Department of Psychology of East China Normal University. It is also a widely used test scale in primary and secondary schools in China. There are 100 items in the questionnaire, including 8 content scales and 1 validity scale.
In particular, the basic information of each student is attached to the front of each questionnaire, including: province, city, household registration, gender, family structure, grade, academic performance level and family economic status, so as to further analyze the influencing factors of these eight scales. In addition, at the end of the questionnaire, there are three questions about sexual psychology (the reliability and validity of the original questionnaire will not be affected when analyzing the questionnaire). These three questions are mainly to understand the urban and rural teenagers' understanding of sex and the importance attached by schools and families to children's sexual psychology, so as to provide some reference for the study of adolescents' mental health problems.
The questions of structured interview are mainly based on the information we want to know, which is not involved in the questionnaire, but may have an important impact on the study of adolescents' mental health and its causes. Specifically, it includes mental health self-evaluation, sources of stress, channels to relieve stress, social psychology and sexual psychology.
Third, the survey results (using SPSS software analysis)
(A) the overall level of mental health of urban and rural adolescents
Note: The number of people shown in this table is less than the number of valid questionnaires (15 18), because some students missed the attachment? Basic information?
The results show that *** 1306 students are in good mental health, accounting for 87.78% of the total number of people surveyed. There are *** 120 people with poor mental state, and 62 people with serious mental health state. The total of the above two items is 182 people, accounting for 12.22% of the total. Among them, the mental health status of urban adolescents is poor, accounting for 12.63% of the total, while the mental health level of rural adolescents is also not optimistic, accounting for 1 1.90% of the total.
(B) the relationship between other factors and the overall level of adolescent mental health
Through SPSS analysis, it was found that household registration, family economic status, family ties and other factors had no obvious influence on test scores (P
1. Regional factors and mental health level
The analysis results show that there are obvious differences in the mental health level of adolescents in the east, the middle and the west, and the poor rates of mental health status are 1 1.37%, 15.68 and 6.58% respectively. Through comparison, it can be seen that the psychological pressure of teenagers in the central region is the greatest, followed by that in the eastern region, while the mental health level of teenagers in the western region is higher.
Chi-square test results,
1 1.385 4 .023
(P = 0.023 & lt0.05, the region has obvious influence on the total score)
2. Academic achievement level and mental health level
The analysis results show that the level of academic performance has a great influence on the mental health of teenagers. Generally speaking, the lower the academic performance, the lower the level of mental health. To a certain extent, this also shows that the increasingly fierce competition and increasing pressure on learning have a great influence on the mental health of teenagers in China.
Investigation and analysis report on adolescent mental health II
I introduction to the scale
The Mental Health Scale for Middle School Students was compiled by Professor Wang Jisheng, a famous psychologist in China, and can be used to evaluate the mental health of middle school students. The scale has 10 sub-scale, namely: 1. Symptoms of obsessive-compulsive disorder, such as fear of exams and repeated revision of homework; Second, paranoia, such as paranoia that others have bad intentions and improper evaluation; Third, hostility, such as bad temper, often arguing with people and throwing things and other impulsive behaviors; Fourth, interpersonal relationships are tense and sensitive, such as lack of friendly feelings and satisfaction in interpersonal relationships, or feeling that they cannot be understood and supported in interpersonal relationships; 5. Depression, such as loss of confidence in the future and lack of interest;
Sixth, anxiety, such as nervousness, uncertainty, irritability, etc. Seven, learning pressure, such as feeling heavy learning burden, tired of learning, afraid of exams and other issues; Eight, maladjustment, such as not adapting to school life; Nine, emotional imbalance, such as interest in learning, teachers and classmates' emotions are high and low; Ten, psychological imbalance, if you feel that you have been treated unfairly, you are often not convinced. The scale can not only measure the mental health of the subjects as a whole, but also evaluate them according to the average scores of each scale.
Second, the scoring method and interpretation of the results
The mental health scale for middle school students in China adopts a five-level scoring method, that is, 1 is classified as inaction, 2 as mild, 3 as moderate, 4 as severe and 5 as severe. The total average score is obtained by adding up the scores of 60 items and dividing them by 60, which shows the overall mental health of the subjects. 10 sub-table consists of 6 items respectively. Divide the sum of 6 items in each sub-scale by 6, which is the factor score of the scale. If the total average score or factor score of mental health is less than 2, it means that mental health is relatively healthy; More than 2 points (including 2 points), indicating a certain degree of psychological problems; The total average score or factor is 5, indicating that there are serious problems.
Third, the overall overview of the test results.
Considering the students' reality and excluding the possibility of wrong choice, statistics are made for those with factor scores above 2.5. The proportions of each factor among students are obsessive-compulsive symptoms 19. 16%, paranoia 13.53%, hostility 14.05% and interpersonal sensitivity 20.8 1%.
From the above data, we can see the following problems:
1. The mental health status of students is not optimistic, and the five items of emotional instability, maladjustment, anxiety and interpersonal sensitivity all exceed 20% of students.
2. After students enter the new school, most of them live on campus and begin to live a relatively independent life away from their parents, which increases the time spent with their classmates. Students come from different schools, and it takes a process to get familiar with each other, so the proportion of maladjustment, emotional instability and sensitive interpersonal relationship is relatively high. Of course, emotional instability should also take into account the influence of homesickness after living away from home.
3. The proportion of anxiety factors and hostile factors is also high. According to this test result, it is suggested that class work should make full use of activities, class meetings, parent-teacher conferences, teacher-student exchanges and other opportunities to create a platform for students to communicate and talk, so that students can be freed.
Four, the three strategies of comprehensive suggestions
1, master the coping strategies, test the project factors with high index in the class, that is, do not blindly test, but also adjust in time: give full play to the collective role of the class as a whole, consciously carry out class activities, make full use of the backbone of the class, and make every effort to create an activity platform for key students.
2. Suggestions on students' coping strategies pointed by various factors: deeply understand students' life background and family status, and make suggestions to parents when necessary; We should pay attention to and care for students, and more importantly, arrange lectures and activities in a targeted manner, be a loyal listener of students, and strengthen cognitive guidance.
3. Attention strategies for individual special students: always listen and pay attention, do not discriminate, do not spread, strengthen communication with parents, give parents the necessary guidance, and in serious cases, be sure to inform parents to refer them to a special psychological counseling department for treatment or correction.
To sum up, this test has certain credibility and can provide some basis for class teachers and parents to cultivate students' mental health.
Reporter: Li Bing 20XX September 18
Investigation and analysis report on adolescent mental health 3 pages
Abstract: In order to understand the psychological status of junior middle school students, a questionnaire survey was conducted among 1 100 middle school students of three grades in Qianjin Road Middle School. The results show that there are some psychological problems in general, which are reflected in different projects of different sexes and grades. In view of the above situation, measures should be taken to improve students' mental health level, such as establishing and perfecting psychological consultation institutions, paying attention to the selection and training of professional teachers, paying attention to the mental health education of all teachers, establishing students' psychological files, carrying out various forms of mental health education, and carrying out research on mental health education. This provides reference value for school educators and parents to treat students according to specific problems when conducting mental health education.
First, the purpose of investigation and study
The hot spot and focus of mental health education for middle school students. Because modern society has become very complicated, with diversified values and unstable families, all kinds of social thoughts have affected the healthy growth of middle school students, and some students have found it difficult to adapt to the social and school environment. According to various surveys, the mental health of middle school students is worrying. According to the estimation of foreign scholars, about 15% middle school students have various psychological problems, among which boys are higher than girls, and cities are higher than rural areas, including emotional disorders, bad habits and personality problems.
The mental health of middle school students puts forward an era proposition for teachers. In order to provide students with timely and effective mental health guidance and cultivate their mental health, I have studied some problems of middle school students' mental health, trying to find out the laws of mental health education and provide some psychological research basis for myself and other teachers.
Second, the research object and research methods:
1. Research object: Senior one and senior two students in Qianjin Road Middle School.
2. Research methods: anonymous questionnaires, individual conversations, and some student symposiums were used to conduct a comprehensive investigation and study (to keep the confidentiality of the students under investigation, safeguard their personal privacy, and embody the principle of mental health investigation).
Third, the results and analysis:
1, the definition of mental health of middle school students
Who defines mental health as:? Not only is there no physical defects and diseases, but there is also a state of perfect physical, psychological and social adaptation. ? In addition to physical diseases, health should also have psychological stability and good social adaptability. The mental health of middle school students means that they have sound intelligence, emotion and will, a continuous and unified personality, and a correct understanding and good adaptation to themselves, people and society.
2. Mental health standards for middle school students.
Referring to the mental health standards put forward by the World Health Organization, I define the mental health standards of middle school students as the following four aspects: learning adaptability, self-awareness and sense of reality, harmonious interpersonal relationship and good personality development.
(1) Learning adaptability of middle school students.
A mentally healthy middle school student usually has a good learning attitude and learning methods; The purpose of learning is clear, and the learning objectives are concrete and practical; Strong sense of learning, good at making learning plans, and showing strong willpower and sufficient learning confidence in the process of implementing the plans; They treat exams calmly and flexibly.
Through the investigation of learning adaptability, it can be roughly divided into four types. The first one accounts for 26%. From the questionnaire, we can know that they will consciously study for self-study classes without the supervision of teachers. The second type (60%) students choose to chat in a low voice or discuss their studies. Unfortunately, there are 65,438+00% students in the third type, and 4% students in the fourth type choose to read magazines and comics or simply sleep (hereinafter, four code names A, B, C and D are used to represent the four types). When answering their feelings about the exam, students A and B said that they liked to do some difficult questions, while student C was afraid and student D said that they didn't care. Only 30% of A students dare to ask questions when the teacher makes mistakes in the questionnaire. Other students (including B, C, D, C, D) choose to remain silent or discuss in the following. This can also be seen in traditional education? The teacher is absolutely authoritative and autocratic? Disadvantages. As for the purpose of study, student A said that he has a skill in study, while students B and C said that if parents want to go to college, there will be a good way out. Student D couldn't explain clearly.
(2) Learn self-awareness and sense of reality.
Self-awareness refers to the understanding of one's own psychological process, characteristics and performance, while the sense of reality refers to the understanding of the relationship between oneself and reality. Middle school students with mental health often have strong self-awareness ability. They can know themselves correctly and evaluate themselves properly. In the perception of reality, they can objectively understand the reality, and make a suitable life development orientation for themselves according to their own understanding of reality, which has a self-value system closely related to reality.
Through questionnaire survey, students can be divided into four types of values according to the scoring method: practical, conformity, utility and indifference.
Pragmatic middle school students abide by social norms and actively serve the society. On the other hand, they have self-control and self-guidance, and attach importance to tradition and social evaluation. Conformity students are quite obedient to social norms, but this obedience is others-oriented, drifting, hedonism, the tendency to eat, drink and be merry in time, a natural lifestyle and a conservative tendency. Utilitarianism is self-centered, paying little attention to values such as morality and human feelings, thinking that money is very important and pursuing personal interests rather than public welfare. Indifferent type doesn't care about social norms, avoids interpersonal communication, and doesn't pay attention to the value orientation of others. What is its attitude? People don't attack me, I don't attack? .
(3) Middle school students' interpersonal relationship.
The interpersonal relationship of middle school students includes classmate relationship, heterosexual classmate relationship and teacher-student relationship.
The highest score of my questionnaire is 10, which means that interpersonal relationship is the best; The lowest score is 0, which means the worst. The survey results show that only 17% of the students scored above 8 points, indicating the type of good interpersonal relationship; 40% of students reach 6 points? 8 points, indicating that interpersonal relationships are average; 43% of them failed, and their interpersonal relationship was poor. The outstanding question is: when to ask? Do you like to make fun of other people's shortcomings? At that time, 8 1% of the students answered, when asked? Do you really feel jealous and jealous when your best friend surpasses yourself in academic performance? At that time, 70% of the students answered that it was a thrilling answer. Maybe only in the anonymous survey of mental health will middle school students tell themselves? Ugly? , but it is a very real side. All these should arouse our educators' great attention, so teachers should not only preach, teach and dispel doubts for students in their studies, but also become their spiritual parents and friends, so that there can be real spiritual communication between teachers and students, help students solve their puzzles and let them treat their study and life with a healthy attitude.
(4) Personality characteristics of middle school students.
Psychologists in China revised the Diagnostic Test of Middle School Students' Mental Health, and divided students' personality tendencies into eight directions: anxiety about learning, anxiety about others, loneliness, self-reproach, allergy, physical symptoms, terror and impulsiveness. The survey results of 684 students in Grade One and Grade Two of Senior High School are as follows:
Percent of personality tendency
Learning anxiety 43%
Anxiety about people 36%
Loneliness tendency 13%
Self-reproach tendency 9%
Allergic tendency 2%
Physical symptoms 9%
Terror tendency 2%
Impulsive tendency 7%
3. The main psychological characteristics of junior middle school students.
(1) Abstract ability develops well, requires high independence and is unwilling to accept constraints and restrictions.
(2) Emotional excitability, heartfelt willingness to talk to friends, but unwilling to talk to parents and teachers.
(3) Learning consciousness is high, but it is also easy to show arbitrariness, competitiveness and persistent mistakes, but it is still immature.
(4) I can restrain myself according to social requirements and have good self-control.
(5) The ideal gradually develops to generality, and you can analyze the characteristics of the characters in your ideal.
(6) Have a preliminary understanding of the meaning of life, and evaluate life and the world by personal human characteristics.
Four. Discussions and suggestions:
Through the survey data, it is found that the mental health problems of middle school students can not be ignored. It has become a very urgent and important subject to carry out mental health education and cultivate students' healthy psychology. In order to train healthy and enterprising successors for teachers in the 2 1 century, the following suggestions are put forward:
1, strengthen mental health education, improve the concept of health education, and promote the improvement of students' comprehensive quality.
2. The school provides psychological counseling.
(1) Cultivate students' good psychological quality and prevent psychological barriers.
(2) Develop students' potential and improve learning efficiency.
(3) Stimulate students' non-intelligence factors and encourage students to learn creatively.
(4) Improve students' interpersonal skills and enhance their social adaptability.
(5) Enhance students' self-awareness and cultivate their self-evaluation ability.
3. Form a perfect mental health education system and forms for middle school students.
(1) group counseling and individual counseling.
(2) Establish students' psychological files (including intellectual development, non-intellectual development, academic achievements, vocational interests, learning attitudes and methods, etc.). ).
(3) Organize special psychological counseling activities and training, and carry out case studies (special students).
(4) Strictly abide by the confidentiality principle of psychological counseling. There are qualified psychological counselors (noble professional ethics, comprehensive knowledge and ability structure, healthy emotions and strong will, sound personality characteristics).