为探索家庭累积风险、青少年抑郁与积极心理品质之间的关系,选取湖南省长沙市1206名初中生为被试,采用家庭累积风险问卷、抑郁量表(PHQ-9)和积极心理品质问卷分别测量青少年的家庭累积风险指数、抑郁和积极心理品质情况.结果表明:(1)家庭累积风险与青少年抑郁之间存在显著正相关,能正向预测青少年抑郁;(2)积极心理品质在家庭累积风险与青少年抑郁的关系中起着部分中介作用,当青少年处于风险程度较高的家庭环境下,积极心理品质可以缓解其抑郁程度.

[活动理念] 高中生处于身心发展不平衡阶段,情绪起伏较大,加上繁重的学业压力,比较容易受到焦虑、抑郁等情绪困扰.自我关怀是近年来积极心理学的热点,指在痛苦或困难时刻以友善、理解和关怀对待自己,由善待自我、共通人性、正念三个维度构成.研究显示,个体自我关怀水平与其抑郁情绪水平呈负相关关系,自我关怀干预训练可以提高个体的自我关怀水平.本节课以"自我关怀(Self-compassion)"为理论基础,通过训练善待自我、共通人性、正念三个维度,帮助学生感受自我关怀力量,树立自我关怀的意识,掌握自我关怀的技能,从而引导学生挖掘自身内在资源,增强成长所需的心理韧性,更好地应对生活中的压力.

目的 描述初中学生睡眠现状并探讨其对精神健康的影响.方法 采用自行设计的一般资料调查表、睡眠情况调查表及长处和困难问卷(学生版)调查分层整群随机抽样法确定的653名初中学生的睡眠及精神健康情况.结果 ①初中学生每晚平均睡眠时长为(7.85±1.35)h,自我感觉睡眠很好的学生仅占35.5％,29.7％的学生经常上床后30 min睡不着,13.2％的学生晚上会多次醒来,早上能容易起床的学生仅占60.3％,而仅有66.2％的学生能在上课时间保持清醒;②困难总得分为(12.09±5.67)分,其中行为问题得分为(2.42±1.66)分,多动-注意缺陷得分为(3.65±2.08)分,情绪症状得分为(2.82±2.32)分,同伴关系问题得分为(3.21±1.79)分,亲社会行为得分为(7.02±2.39)分.精神健康问题检出率最高的为亲社会行为(占14.5％),其次为行为问题(11.2％),再者为同伴关系问题(11.0％).③路径分析结果显示,睡眠状况不佳对精神状况有不良影响.结论 初中学生睡眠状况整体欠佳,精神健康存在一定问题,睡眠情况显著影响精神健康.

Objective To investigate the current situation of emotional and behavioral problems and analyze the influencing factors of middle school students. Methods The general information questionnaire, the strengths and difficulties questionnaire (student version), and the illinois bullying scale were used to evaluate 680 students in two middle schools in Hunan province.Statistical analysis was performed using t test, analysis of variance, Pearson correlation analysis and stepwise multiple regression analysis. Results (1) The detection rate of total difficulty (12.09±5.67), conduct problem (2.42±1.66), hyperactivity/attention defect (3.65±2.08), emotional (2.82±2.32), peer relationship problem (3.21±1.79) and pre-socialization behavior (7.02±2.39) were 11.2%, 11.2%, 7.7%, 6.9%, 11.0% and 14.5%.(2)The scores of total difficulties, conduct problem, hyperactivity/attention deficit and peer relationship problems of boys were higher than that of girls(t=2.79, 4.03, 2.44, 3.40, all P<0.05), while the score of pre-socialization behavior of boys was lower than that of girls (t=-5.29, P<0.05). (3) The scores of total difficulties, conduct and peer relations, pre-socialization of rural students were significantly different with those of urban students(t=-3.93, -2.55, -7.00, 5.26, all P<0.05). (4) The score of total difficulties, conduct problem, hyperactivity/attention deficit and emotional symptoms of left-behind students were higher than that of un-left-behind students (t=-3.18, -2.50, -2.67, -2.40, 2.19, all P<0.05). (5) Middle school students with different fathers' education levels showed different scores of total difficulties, peer relationship problem and pre-socialized behavior(F=3.84, 7.10, 6.20, all P<0.05), while middle school students with different mothers' education levels showed different scores of total difficulties and peer relationship problem(F=3.97, 7.38, both P<0.05). (6) The scores of total difficulties, emotional symptoms, conduct problems, and hyperactivity/attention deficit of the middle school students were significantly positively correlated with the total score of the bullying total scale, the bullish subscale, the bullying subscale, and the fighting subscale(r=0.165-0.430, P<0.05). (7) Gender, urban and rural areas, left-behind or not, maternal education level, bullying, being bullied, fighting were the influencing factors of middle school students' emotion and behavior problems(β=0.010-0.533, P<0.05). Conclusion Some middle school students in Hunan province have emotional and behavioral problems and more attention should bo paid to mental health education. Key words: Strengths and difficulties questionnaire; Emotional and behavioral problems; Left behind children; Middle school students; Rural area; Bullying

本文立足于高等师范院校开展通识教育的意义以及应具备的师范性特质,调查研究后总结出新时期高等师范院校开展通识教育的实施概况,并以此为依据提出强化通识教育师范性特质的优化策略,进一步提高高师院校通识教育质量,实现通识教育的目标.