中学生创新心理素质与心理健康的相关研究

采用自编的创新心理素质量表和中国中学生心理健康量表对558名中学生进行问卷调查,以探讨中学生创新心理素质和心理健康之间的关系。结果表明：(1)自编创新素质量表包括三个子量表,分别为创新意识、创新能力与竞争心量表,经检验三个子量表均具有较高的信度、效度。(2)中学生的创新心理素质整体处于中等偏上水平。(3)中学生创新心理素质与心理健康水平较为密切,创新意识与学习压力、抑郁、焦虑显著负相关,创新能力与学习压力、抑郁显著负相关,与适应不良显著正相关,竞争心与抑郁、焦虑、学习压力、总均分有着显著的负相关关系;心理健康水平高者其创新意识和竞争心较心理健康水平低者高;学习压力对创新意识和竞争心的预测作用较大,学习压力、适应不良和抑郁对创新能力的预测作用较大。     

中学生心理素质特点的初步研究

运用问卷调查和因素分析等量性研究方法 ,结合技术性文献分析、开放性译码、主轴译码等扎根理论质性研究方法 ,对中学生心理素质概念和成分进行了探讨。中学生心理素质是以生理条件为基础的 ,将外在获得的东西内化成稳定的、基本的、衍生的 ,并与人的社会适应行为和创造行为密切联系的心理品质 ,包含认知特性、个性和适应性三个维度 ,具体化为 1 8个因素成分。编制的中学生心理素质量表具有较高的信度和效度。中学生心理素质表现出性别、年级的特点 ,从年级发展趋势来看 ,呈现高二 >初二 >初一 >高一 >高三 >初三的年级发展走向。     

中学生考试心理素质及其发展

采用《中学生考试心理素质量表》对重庆市576名中学生进行调查,结果表明：中学生考试心理素质整体发展良好;中学生考试心理素质及其主要维度存在显著的年级和学校类型主效应,存在年级和学校类型之间的交互作用。中学生考试心理素质呈现出两个发展趋势大致相似的阶段：初中阶段总体发展水平相对高于高中阶段;高中和初中阶段分别存在一个由高到低逐年下降的现象。     

中学生心理素质与同伴关系的研究:自尊的中介作用

探讨中学生心理素质、自尊和同伴关系三者之间的关系,以及自尊在心理素质和同伴关系之间所起的作用。采用中学生心理素质问卷(简化版)、自尊量表及他评同伴关系测量调查了938名在校中学生。结果发现:(1)中学生心理素质、自尊和同伴关系之间两两呈显著正相关,心理素质显著正向预测自尊与同伴关系,自尊显著正向预测同伴关系(2)中学生自尊在心理素质和同伴关系之间起显著的部分中介作用,中介效应占总效应的27.7%。     

青少年父母依恋与抑郁的研究:心理素质的中介作用

采用青少年父母依恋问卷、中学生心理素质问卷(简化版)和流调中心用抑郁量表在全国六大片区调查1482名初一至高三的学生,通过结构方程模型和bootstrap法考察青少年父亲依恋和母亲依恋对抑郁的影响及其差异以及心理素质的中介作用。结果表明:(1)青少年父母依恋与心理素质正相关、与抑郁负相关,心理素质与抑郁负相关。(2)心理素质在父亲依恋与抑郁间起部分中介作用,心理素质在母亲依恋与抑郁间起完全中介作用。(3)父亲依恋比母亲依恋对抑郁的预测作用更强。     

中学生社会适应性的理论构建及量表编制

社会适应性是人们适应社会所需要的心理素质。通过开放式调查和理论分析,构建社会适应性的维度：心理优势感、心理能量、人际适应性和心理弹性。据此编制中学生社会适应性量表对1809名中学生的测量结果表明．社会适应性维度及其成分与社会适应性量表具有较好的信度和效度。     

应对方式、社会支持和心理压力对中学生心理健康的影响研究

该研究采用中学生应激源量表、中学生应对方式量表、领悟社会支持量表和症状自评量表(SCL-90)对852名初一至高三的学生进行了调查。通过单因变量多维交互效应的方差分析,结果表明：消极应对方式对中学生的心理健康影响较大;积极应对方式与心理健康的相关不显著;社会支持对心理健康的影响同时具有主效应和缓冲效应;心理压力与心理健康之间存在着显著相关;应对方式和社会支持在心理压力与心理健康的关系中彼此独立起作用,两者之间的交互作用不明显。     

中小学师生的校园暴力内隐观研究

本研究用自编问卷对2386名中小学生和504名中小学教师进行了调查,结果表明,中小学师生普遍认可比较严重的身体攻击和性骚扰为校园暴力,不太认可言语攻击为校园暴力。学生的内隐观存在性别、城乡和年级差异,教师的内隐观基本不受性别、城乡、年级和学历影响。教师比学生更认可身体攻击为校园暴力,而学生比教师更认可言语攻击、财产破坏和一般性的体罚为校园暴力。     

简明中学生心理素质量表(健康版)的修订及信效度研究

该研究在文献分析和理论研究的基础上,通过纵向研究与多轮横向研究考察原中学生心理素质量表的因子及题目与心理健康指标的关系,修订出了3维度12因子共36道题的简明中学生心理素质量表(健康版),包括元认知、目的性和开放性3因子的认知品质分量表,自信性、自控性和乐观性3因子的个性品质分量表,以及职业适应、社会适应、人际适应、情绪适应、学习适应和生理适应6因子的适应性(能力)分量表。修订后的量表与原量表总分之间的相关为0.939,其它项目分析、探索性因素分析、验证性因素分析、信度分析、效度分析等结果均达到了心理测量学的要求。     

亲子关系对中学生心理健康的影响:社会支持和心理素质的链式中介作用

为探究亲子关系、社会支持和心理素质对中学生心理健康的影响,本研究采用问卷调查的方式,对全国23个省（市）共10190名初一至高三年级的中学生展开调查。结果表明：（1）父子关系、母子关系、社会支持和心理素质两两之间呈显著正相关,且均与心理健康问题呈显著负相关;（2）相比于母子关系,父子关系对中学生心理健康的影响更大;（3）亲子关系通过三条中介路径对中学生心理健康产生影响：①是社会支持和心理素质的单独中介作用;②社会支持和心理素质的链式中介作用。本研究进一步明确了亲子关系和中学生心理健康之间的内在心理机制,同时能帮助教育工作者预防和干预中学生的心理健康问题。     

Attachment Anxiety,Depressive Symptoms,and Adolescent Dating Violence Perpetration: A Longitudinal Mediation Analysis

Adolescent dating violence (ADV) is a prevalent public health issue that has been linked to many negative effects, including attachment anxiety and depressive symptoms. Previous literature suggests that the negative mental states characteristic of attachment anxiety could be associated with dating violence perpetration. Similarly, the negative mental states characteristic of depression have also been linked to perpetration, and might potentially increase an anxiously attached individual’s likelihood of engaging in dating violence perpetration. This study used a 10-month longitudinal design with a sample of 140 middle school and high school students from Southern California. Participants ranged in age from 13 to 18 years and were ethnically diverse. The study aimed at exploring depressive symptoms as a potential mediator for the relationship between attachment anxiety and ADV perpetration. Positive associations were found between attachment anxiety and perpetration (10 months after), attachment anxiety and depressive symptoms (10 months after), and between depressive symptoms and perpetration (both 10 months after). Furthermore, depressive symptoms partially mediated the relationship between attachment anxiety and ADV perpetration (10 months after). These findings have implications for the development of empirically driven school-based prevention and intervention programs.     

The Influence of Community Violence on the Functioning of Women Experiencing Domestic Violence

The relationships among women’s experiences of domestic violence, community violence, and their mental health functioning were explored (N = 94). Social contagion theory was used to argue for the link between community violence and family violence. Results revealed that women’s experiences of domestic violence were not related to community violence. Furthermore, women’s mental health functioning was solely associated with their experiences of domestic violence, not with community violence. Results are discussed in terms of an ecological model of domestic violence and future directions for exploring linkages between neighborhood characteristics and individual experiences.     

Effects of exposure to community violence on school functioning: The mediating role of posttraumatic stress symptoms

This study investigated the association between exposure to community violence (ECV) and school functioning, as well as posttraumatic stress (PTS) symptoms as a potential mediator of the relationship. PTS symptoms are commonly associated with ECV, and are characterized by difficulty regulating emotions and behaviors. Thus, PTS symptomatology may be one mechanism through which community violence impacts school functioning. The community-based sample included 47 low-income African American children (aged 10-13). Results revealed that ECV was inversely related to academic performance and attendance. Symptoms of posttraumatic stress emerged as a mediator of the relation between ECV and academic performance. Results have implications for urban students who face violence in their communities, and emphasize the need for school-based mental health services.     

Life Satisfaction and Violent Behaviors among Middle School Students

We explored relationships between violent behaviors and perceived life satisfaction among 2,138 middle school students in a southern state using the CDC Middle School Youth Risk Behavior Survey (MSYRBS) and the Brief Multidimensional Student Life Satisfaction Scale (BMSLSS). Logistic regression analyses and multivariate models constructed separately revealed significant race by gender results. Odds ratios and 95% confidence intervals were calculated for the variables of interest. Having ever carried a gun, ever carried a knife/club, physical fighting and physical fighting with need for medical treatment were associated (p ≤ .05) with reduced life satisfaction for specific race/gender groups, while controlling for SES and grade. Results suggest implications for school-community based violence prevention programs. Future research should consider measures of life satisfaction as a component of comprehensive assessments of middle school student violence and aggressive behaviors in fieldwork, intervention research and program evaluation.     

School psychology: a public health perspective : I. Prevention, populations, and systems change

Concerns regarding American schools and mental health services for children abound, including inadequate educational achievement, school violence, over-referral to special education and disproportionate placement of minorities into special education, under-utilization of mental health services for children, and a poorly coordinated system of child mental health services. All of the above concerns share two common attributes: (a) they are statements regarding populations, rather than specific individuals; and (b) they are best addressed by changing system-wide elements of psychological service delivery. We argue that, although conceptualizing school psychology as primarily an indirect service specialty (e.g., J. Sch. Psychol. 28 (1990) 203) has advanced our thinking about effective service delivery, conceptualizing school psychological services from a public health perspective will provide an even broader framework that can increase both the efficacy and efficiency of school psychologists' work.     

Does controlling for comorbidity matter? DSM‐oriented scales and violent offending in chicago youth

Mental health problems have long been linked to antisocial behaviors. Despite an impressive body of literature demonstrating this relationship and claims that comorbidity matters, few studies examine comorbidity using multiple distinct mental health indicators, with most studies instead adopting single or composite mental health measures. This study tested separate and comorbid effects of five DSM‐oriented mental health issues on self‐reported violence using a community‐based sample of Chicago youths from the Project on Human Development in Chicago Neighborhoods. Moreover, it utilized both primary caregiver and youth self‐reports of psychopathology across four developmental stages of childhood and adolescence. When examined separately, the results indicated affective/depressive, anxiety, attention deficit hyperactivity, and oppositional defiant/antisocial personality problems independently predicted violence. When considering comorbidity, however, only oppositional defiant and antisocial personality problems significantly predicted violence at any stage, regardless of informant type. Implications for future studies and policy are discussed. Aggr. Behav. 36:141–157, 2010. © 2010 Wiley‐Liss, Inc.     

Evaluating the Effects of Creative Journal Arts Therapy for Survivors of Domestic Violence

The authors implemented a small series (N = 3) single-case research design to assess the effectiveness of a 9-session creative arts therapy treatment program for adult survivors of domestic violence. Analysis of participants’ scores on the Outcome Questionnaire (OQ-45.2) and Brief Resilience Scale using the percentage of nonoverlapping data procedure yielded treatment effects indicating that a creative arts therapy treatment program may be effective for reducing mental health symptoms and improving resiliency. It is recommended that this body of research continue for other educational, work, and health settings.     

Neighborhood Violent Crime and Academic Performance: A Geospatial Analysis

Decades of empirical work have confirmed that experiences with violence are associated with a variety of adverse behavioral and mental health as well as academic outcomes for children and adolescents. Yet this research largely has relied on indirect measures of exposure. In this study, we apply geospatial analysis to examine the relation between neighborhood violent crime (via police reports) and academic performance (via school-level standardized test proficiency rates). Findings suggest that greater numbers of crimes proximal to school buildings relate to lower levels of academic performance. These results persisted even when controlling economic disadvantage in the student body. Implications for research and policy are discussed.     

Risk or resource: Does school climate moderate the influence of community violence on children’s social‐emotional development in the Democratic Republic of Congo?

Exposure to community violence is thought to create risk for the social and emotional development of children, including those children living in low‐income, conflict‐affected countries. In the absence of other types of community resources, schools may be one of the few community resources that can help buffer children from the negative effects of community violence exposure. We sampled 8,300 students ranging in age from 6–18 years in 123 schools from the eastern Democratic Republic of Congo to examine whether and how two distinct dimensions of positive school climate can protect two key features of children's social‐emotional development in the presence of community violence. Multi‐level models tested the hypothesis that students’ perceptions of a positive school climate moderated the relation between community violence and self‐reported mental health problems and peer victimization. Findings support the hypothesis. Specifically, a positive school climate protected against mental health problems and peer victimization in the presence of high community violence. Students who experienced high community violence and a negative school climate generally demonstrated the worst development. We find complex interactions between the dimensions of school climate and exposure to violence on student social‐emotional development that highlight the salience of children's contexts for developmental studies in low‐income countries. We use dynamic developmental systems theory and differential impact to discuss the dual potential of schools as a buffer against the effects of violence or as a source of compounded risk.