青少年心理健康素养的评估及提升
文献类型：学位论文
| 作者 | 李浩钰 |
| 答辩日期 | 2024-04 |
| 文献子类 | 硕士 |
| 授予单位 | 中国科学院大学 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 陈祉妍 |
| 关键词 | 心理健康素养 青少年 量表编制 干预 |
| 学位名称 | 应用心理硕士 |
| 学位专业 | 应用心理 |
| 其他题名 | Assessment and Improvement of Adolescent Mental Health Literacy |
| 中文摘要 | Conclusions: Adolescent mental health literacy includes three dimensions: knowledge, skills and attitudes. The Adolescent Mental Health Literacy Questionnaire can effectively assess adolescent mental health literacy. The mental health literacy improvement course combining offline discussion and online teaching can effectively improve the mental health literacy level of adolescents. Promoting the mental and physical health and all-round development of students is a major topic of concern to the Party Central Committee, the masses of the people, and the society. "Popularizing mental health knowledge and improving mental health literacy is one of the most fundamental, economical and effective measures to improve the mental health level of the whole people." Adolescence is not only a high-risk period for mental health problems, but also a critical period for improving mental health literacy, and it is of great practical significance to explore the evaluation and improvement of adolescent mental health literacy. This study is divided into three parts. The purpose of this study was to explore the connotation of adolescent mental health literacy. Through semi-structured interviews with 19 adolescents and mental health workers, after the interview data reached saturation, the interview data were analyzed with grounded theory as the methodology, and 126 open codes, 47 conceptual categories and 9 core categories were obtained, and the connotation and extension of adolescent mental health literacy in China were analyzed. The results showed that adolescent mental health literacy is a multi-dimensional concept, including knowledge, skills and attitudes. The level of mental health literacy knowledge of adolescents is reflected in understanding the concept of physical and mental health, identifying factors that are conducive to and not conducive to physical and mental health, and understanding the knowledge related to mental illness and mental health. Adolescents with good skills are able to identify common mental illnesses and take the right actions to maintain and promote mental health. Adolescents with positive attitudes value mental health and have a positive attitude towards the prevention and treatment of mental illness, and do not have stigmatizing attitudes towards mental illness and patients. On the basis of the pre-study, the questionnaire suitable for assessing the mental health literacy of adolescents in China was developed, and the reliability and validity indicators of the Adolescent Mental Health Literacy Questionnaire were good through the analysis of 1091 valid questionnaires collected by adolescents. The questionnaire is divided into three parts, one is 30 knowledge judgment questions, which mainly examine the knowledge level of adolescents' mental health literacy, specifically involving physical and mental health, mental health and mental illness concepts, causes and risk factors of mental illness, mental illness treatment, crisis intervention and suicide prevention, children's mental health, and positive mental health knowledge points. The second is the skill attitude self-assessment scale, with 23 questions. The ability of adolescents to maintain and promote their mental health and their attitudes towards mental health were investigated through the Richter scale, which was divided into five dimensions: emotional awareness, emotion regulation, stigma, willingness and attitude to seek help, and mental health awareness, with the internal consistency coefficient of the self-rating scale being 0.87 and the internal consistency coefficient of each dimension being between 0.81~0.88. The third is two groups of case questions, which examines the ability of adolescents to identify two types of mental illness: depression and social anxiety disorder. On the basis of the first two parts of the study, Study 2 designed a mental health literacy improvement course combining offline discussion and online teaching, and randomly selected two classes in the second grade of junior high school as the intervention group and the control group respectively, and used the questionnaire developed in Study 1 for pre- and post-testing, and conducted follow-up evaluation after 30 days. The results showed that the course had a great improvement on the mental health knowledge level of adolescents, and there were significant differences in many indicators between the intervention group and the control group. Moreover, the main effect of the time group was significant, which proved that the improvement of adolescent mental health literacy of the intervention course was not temporary, but had a certain degree of continuity. Conclusions: Adolescent mental health literacy includes three dimensions: knowledge, skills and attitudes. The Adolescent Mental Health Literacy Questionnaire can effectively assess adolescent mental health literacy. The mental health literacy improvement course combining offline discussion and online teaching can effectively improve the mental health literacy level of adolescents. |
| 英文摘要 | 促进学生心身健康、全面发展，是党中央关心，人民群众关切，社会关注的重大课题。“普及心理健康知识、提升心理健康素养是提高全民心理健康水平最 根本、最经济、最有效的措施之一”。青少年期不仅是心理健康问题的高风险期，也是提升心理健康素养关键期，探讨青少年心理健康素养的评估与提升具有重要 的实践意义。 本研究分为三个部分。预研究为质性研究，目的是探索青少年心理健康素养 的内涵。通过对青少年以及心理健康工作者共19人进行半结构式访谈，在访谈资 料达到饱和后，以扎根理论为方法论对访谈资料进行分析，获得开放性编码126 个，概念范畴47个，核心范畴9个，探析了我国青少年心理健素养的内涵及外延。结果发现，青少年心理健康素养是一个多维的概念，包括知识、技能和态度三个方面。青少年的心理健康素养知识水平体现在了解身心健康的概念、辨别有助于和不利于身心健康的因素，以及了解与心理疾病、心理健康相关的知识。具备良好技能的青少年能够识别常见的心理疾病，并采取正确的行动维持和促进心理健康。持有积极态度的青少年重视心理健康，并持有积极的心理疾病预防和治疗态度，不对心理疾病和患者持有污名化态度。 研究一在预研究的基础上，编制适用于评估我国青少年心理健康素养的问卷，通过对采集的 1091 份青少年有效问卷进行分析，编制的《青少年心理健康素养 问卷》信度与效度指标良好。问卷分为三个部分，一是知识判断题 30 题，主要考察青少年心理健康素养的知识水平，具体涉及身心健康、心理健康与心理疾病概念、心理疾病成因与危险因素、心理疾病治疗、危机干预与自杀预防、儿童心理健康、积极心理健康知识点。二是技能态度自评量表，23 题。通过里克特量表考察青少年维持和促进自身心理健康的能力以及对待心理健康的态度，具体分为 五个维度：情绪觉察、情绪调节、污名化、求助意愿和态度和心理健康意识，自评量表内部一致性系数为 0.87，各维度的内部一致性系数介于 0.81~0.88 之间。 三是案例题 2 组，考察了青少年对抑郁症和社会焦虑障碍两类心理疾病的识别能力。 研究二在前两部分研究的基础上，设计了线下讨论和线上授课相结合的心理健康素养提升课程，在学校中随机选取初二年级的2个班级分别作为干预组与对照组，使用研究一中编制的问卷进行前后测，并进行了30天后的追踪评估。结果 发现，该课程对青少年的心理健康知识水平具有较大的提升，多项指标在干预组与对照组之间差异显著；且时间组别主效应显著，证明干预课程对青少年心理健康素养的提升并不是暂时的，具有一定持续性。 研究结论：青少年心理健康素养包含知识、技能和态度三个维度。《青少年 心理健康素养问卷》能够有效评估青少年心理健康素养。以线下讨论和线上授课相结合的心理健康素养提升课程能够有效提升青少年的心理健康素养水平。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/48136]  |
| 专题 | 心理研究所_健康与遗传心理学研究室 |
| 推荐引用方式 GB/T 7714 | 李浩钰. 青少年心理健康素养的评估及提升[D]. 中国科学院心理研究所. 中国科学院大学. 2024. |
入库方式： OAI收割
来源：心理研究所
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