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西宁地区中学生情绪障碍者的人格特征及相关因素研究

ISSN号：1674-4748
期刊名称：《全科护理》
时间：0
分类：R395.4[医药卫生—医学心理学;哲学宗教—心理学;医药卫生—基础医学]
作者机构：青海省第三人民医院心理科,810007
相关基金：青海省卫生计生委立项项目（201309）

关键词：情绪障碍, 人格特征, 家庭环境, 中学生, Emotional disorder, Personality, Education environment, Middle school students

中文摘要：

目的：了解西宁地区中学生情绪障碍者的人格特征及相关因素,以便有针对性地采取干预措施,提高中学生心理健康水平。方法：收集情绪障碍组62例及正常对照59例,采用症状自评量表（SCL-90）艾森克个性问卷（EPQ）及自拟一般资料调查表评估。结果：情绪障碍组在精神质（t=-7.281,P〈0.01）、内外向（t=2.025,P〈0.05）和神经质（t=3.096,P〈0.01）三个人格维度上与正常对照组均有差异。躯体化（t=3.161,P〈0.01）、强迫症状（t=2.632,P〈0.01）、人际关系敏感（t=3.185,P〈0.01）、抑郁（t=5.241,P〈0.01）、焦虑（t=4.053,P〈0.01）、敌对（t=4.144,P〈0.01）、偏执（t=2.567,P〈0.01）、精神病性（t=5.366,P〈0.01）等因子分均高于正常对照组。结论：西宁地区中学生情绪障碍者的心理健康问题与成长教育环境等多方面因素有关,值得关注。

英文摘要：

Objective： To research the personality characteristics and the related factors in middle school students＇ emotional disorder in order that taking some effective interfering measure to promote the psychological health level in middle school students. Method： 62 cases of patients with emotional disorder and 59 normal control were selected as subjects. Conforms to the diagnostic and statistical manual of mental disorders fourth edition（ DSM- iv） diagnosis standard; Self- evaluation of anxiety scale（ SAS） ≥50 points or depression self rating scale（ SDS） ≥50 points in disorders group and matched control 59,assessment by the Symptom Checklist 90（ SCL-90） and Eysenck Personality Questionnaire（ EPQ）. Results： Emotional disorder group were showed differences in the three dimensions of EPQ than that of the control group（ t =- 7. 281,P〈0. 01）,t = 2. 025,P〈0. 05,t =3. 096,P〈0. 01. Somatization（ t = 3. 161,P〈0. 01）,force symptom（ t = 2. 632,P〈0. 01）,interpersonal sensitivity（ t = 3. 185,P〈0. 01）,depression（ t = 5. 241,P〈0. 01）,anxiety（ t = 4. 053,P〈0. 01）,hostility（ t =4. 144,P〈0. 01）,paranoid（ t = 2. 567,P〈0. 01） and psychotic factors（ t = 5. 366,P〈0. 01） were higher than those of the control group. Conclusion： It is worthy of attention that the psychological health problems of middle school students＇ emotional disorder closely associated with growth factors such as education environment.