First, the mental health status of primary and secondary school students
1. investigation on post-traumatic stress disorder in middle school students
According to the questionnaire survey, the statistical results of cpss show that 36.3% of middle school students have a total score of 1 1, which may be high-risk children. Fortunately, after counting the interference data of symptoms on life, it is found that 43.5% people are completely undisturbed, but the proportion of people with a total score of less than 6 points who are seriously disturbed is 2.8%, which belongs to high-risk groups.
The statistical analysis of middle school students' social support shows that the average score of middle school students is 28.5 and the standard deviation is 4.5, which also shows that students have great differences in social support. Compared with most students, 14. 1% middle school students scored less than 24 points, and the social support system was not well established. Over the past year or so after the earthquake, 38.5% of parents (or one of them) have been away from home for a long time, and the proportion of both parents being away from home at the same time is as high as 17.5%.
According to the statistics of the trapped situation, 16% of middle school students were seriously trapped when the earthquake occurred. 12.9% of middle school students were seriously injured; 6.2% of middle school students were severely exposed to death. Among them, the proportion of fear of injury and death exceeded 62% and 58% respectively.
2.MHT survey of middle school students
According to the statistical data of junior high school and senior high school, this paper makes a statistical analysis of eight factors, such as study anxiety, anxiety about others, loneliness tendency, self-blame tendency, allergy tendency, physical symptoms, terror tendency and impulse tendency. The results show that the lowest proportion of junior high school students is 5.23%, and the highest is 33.64%, and the proportion of middle school students with psychological obstacles is 27.66%. The lowest proportion of high school students is 8.83%, and the highest proportion is 28.54%. The proportion of middle school students with psychological disorders was 20.74%.
3. Investigation of post-traumatic stress disorder in primary school students
The statistical results of the Child Posttraumatic Stress Disorder Diagnostic Scale (cpss) show that 39.4% of the children have a total score greater than 1 1, which may be high-risk children. However, after counting the interference data of symptoms on life, it is found that 60.5% people are not disturbed, and the proportion of people with a total score of less than 6 points who are seriously disturbed is 1.5%, which belongs to high-risk groups.
The statistical analysis of primary school students' social support data shows that the average score of primary school students' social support system is higher than the neutral value of 24 points, and the score of 14.4% students is lower than 24 points, so the social support system is not well established. Over the past year or so after the earthquake, 29.8% of left-behind children have been away from their parents (or one of them) for a long time, and the proportion of both parents being away from home at the same time is as high as 12.8%.
The statistical analysis of primary school students' trauma exposure data shows that 48% students belong to the group with serious exposure in trauma events. Pupils trapped in the earthquake accounted for 10.4%, and 7.8% students were injured in the earthquake. 6% of primary school students witnessed others being trapped, and 30.8% of primary school students learned that their relatives and friends were trapped afterwards. 9.3% of primary school students witnessed the injury of their classmates, and 35.7% of primary school students learned that their relatives and friends were injured afterwards. In terms of death statistics, 2. 1% people witnessed the death of relatives and friends, and 20.9% people learned of the death of relatives and friends only after the personnel. It is worth noting that the proportion of fear of injury and death exceeded 53% and 43% respectively.
4.MHT primary school students survey
Through the statistical analysis of eight factors, such as learning anxiety, anxiety about others, loneliness tendency, self-reproach tendency, allergy tendency, physical symptoms, phobia tendency and impulsiveness, it is found that the lowest proportion of allergic tendency disorder is 10.23%, the highest proportion of impulsive tendency disorder is 22.40%, and the proportion of psychological disorder of primary school students screened out by the total score is 22.40%.
N=567
From the above analysis, we can find that the physical and mental condition of primary school students has the following noteworthy characteristics:
(1) At least 2.8% of middle school students have severe PTSD symptoms, 1.5% of primary school students have severe PTSD symptoms, and their lives are seriously disturbed.
(2) Due to the poor construction of social support system and other factors, the proportion of primary and secondary school students with psychological barriers is higher than 20%.
(3) More than 58% and 43% of primary and secondary school students are worried or afraid of death respectively; 35. 1% and 48% of primary and secondary school students belong to the group exposed seriously in traumatic events.
Second, the difficulties and problems of mental health education in primary and secondary schools in disaster areas
1. There are insufficient psychological education teachers in primary and secondary schools, and there are no real full-time teachers.
Among the 23 teachers in charge of mental health education in primary and secondary schools, only 1 teacher is a full-time mental health teacher, and the rest are part-time mental education teachers. It can be seen that psychological education teachers are seriously inadequate.
2. The professional quality and skills of mental health teachers need to be improved.
Among the 23 mental health education teachers surveyed, former professional psychology accounted for 13%, pedagogy accounted for 17.8%, and other subjects accounted for 68.2%. Only 1 person answered "Yes" and the other 22 teachers answered "No".
3. Unequal learning or training opportunities in mental health education.
Since the 5. 12 earthquake, psychological training from various channels has gathered in the disaster area. However, the survey shows that these training resources are unevenly distributed, mainly concentrated in urban primary and secondary schools or severely affected schools.
4. Lack of special funds
In the questionnaire of mental health teachers, question 20 "Is there any financial support for mental health education?" Only 2 out of 23 people answered "Yes". Question 12 of the questionnaire for primary and secondary school principals asks, "Does your school have special funds for mental health education?" Only 5 out of 20 principals answered "Yes".
Third, ideas and measures to further strengthen mental health education in primary and secondary schools in earthquake-stricken areas
Through questionnaire survey and discussion, we know that in the stage of post-disaster psychological recovery and reconstruction, there are chronic and delayed post-traumatic stress disorder patients in primary and secondary schools in the hardest hit areas to varying degrees, and post-disaster psychological reconstruction has a long way to go. We should establish a long-term mechanism of psychological assistance and education in combination with the correction of psychological problems in adolescent development.
1. Recent work objectives and measures
(1) Relying on the assistance project and integrating social resources, the assistance mechanism of mental health education in the whole region has been formed. According to the government's post-disaster reconstruction work plan, primary and secondary schools in the hardest hit areas will pair up with universities to provide psychological assistance and help, and the education department will take the lead in promoting post-disaster psychological reconstruction projects, and conduct regular supervision, inspection and guidance.
(2) Organize experts to regularly carry out teacher training and psychological counseling and supervision. In the near future, it can be hired by Sichuan Post-disaster Psychological Education and Rehabilitation Assistance Center, and local sub-centers will formulate hierarchical and classified training plans for psychological education teachers and managers according to the needs of schools in various districts, and be responsible for their implementation.
(3) Organizing the compilation of localized mental health education textbooks for primary and secondary schools. The Ministry of Education organizes local experts to compile psychological education and consulting teaching books suitable for different levels of needs. For how to use teaching materials, the education department should also organize expert guidance to ensure effective implementation.
2. Long-term goals and measures
(1) Formulate opinions on the implementation of mental health education in primary and secondary schools, strengthen supervision and inspection, and earnestly promote quality education. The education department should organize experts to formulate the implementation outline of mental health education in primary and secondary schools. The outline should include the overall objectives, implementation opinions, institutional facilities, personnel security, funding security, evaluation system and so on.
(2) Strengthen leadership and supervision, improve the evaluation system, and pay close attention to implementation. All provincial education departments should set up special mental health institutions, formulate specific mental health education implementation plans, study corresponding methods and approaches, make detailed arrangements, do a good job in training key teachers of mental health education, and provide students with direct psychological counseling and mental health education.
(3) Establish a long-term mechanism for mental health education in primary and secondary schools to ensure that mental health education is implemented.
(Editor Ren Hongyu)