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[目的]了解“甲流”事件后某高校学生的认知、行为以及情绪反应特点,为制定学校突发公共卫生事件的心理干预提供依据。[方法]采用《突发事件后的心理反应调查问卷》对某高校学生“甲流”患者53人、被隔离学生190人和未被隔离学生117人,共360名进行问卷调查和心理评估。[结果]被测学生心身症状因子分≥2者占0%~11.32%,患者在焦虑因子方面高于其他两类学生。面对“甲流”事件,学生的战胜困难的信心、乐观面对和战斗行为因子分都﹥2分,显示出中等强度。其中,患者对事件的恐惧和战斗行为2个因子高于其他两类学生。两两比较结果显示,患者的因子分最高。不同年级、不同性别、不同民族的患者在认知行为和心理因素方面仍存在一定的差异。[结论]在学校的突发公共事件中,不同的学生在认知、情绪、行为和身心健康存在一定的差异。因此,在处理此类事件时,对不同学生实施针对性的心理干预很有必要。
[Objective] To understand the characteristics of cognition, behavior and emotion response of some college students after the “A-flow” incident and provide the basis for the psychological intervention in the school’s sudden public health incident. [Methods] A total of 360 questionnaires and psychology were conducted in a survey questionnaire about post-emergent psychological reaction among a total of 360 students in a university, including 53 students in A-flow, 190 in isolation and 117 in isolation. Evaluation. [Results] The scores of psychosomatic symptoms and signs of students were ≥ 0% to 11.32%, and the patients were higher in anxiety factors than the other two kinds of students. In the face of “A stream ” incident, the student’s confidence to overcome difficulties, optimistic face and fighting behavior factors sub-> 2 points, showing a moderate intensity. Among them, two factors of patients’ fear and fighting behavior on the incident were higher than the other two kinds of students. Pairwise comparisons showed that patients had the highest factor scores. There are still some differences in cognitive behavior and psychological factors in different grades, genders and ethnic groups. [Conclusions] Different students have some differences in cognition, emotion, behavior and physical and mental health in school public emergencies. Therefore, in dealing with such incidents, it is necessary to carry out targeted psychological intervention for different students.