Study On The Psychological Health And Education Intervention Of Postgraduates In Military University

ObjectivePostgraduate students are special group in military academy who bear a doubleidentity of soldier and postgraduates. They suffer a high risk of psychological problemswith wide variety of student sources, complex personal relationships, study and workpressure. If their psychological problems are not promptly treated, the effect on the physicaland mental health of students can cause serious problems. It is therefore of great importancein focusing on the mental health of military academy graduates, exploring mental healthpromotion measures to safeguard military academy graduates’ mental health, alleviatingtheir life stress, maintaining security and stability and improving the quality of militarypersonnel.Quite a few studies have explored the psychological methods, showing militarypostgraduates’ mental health is not optimistic. More than three percent of students sufferfrom mental problems, such as interpersonal conflict, academic stress, anxiety anddepression, marriage confusion, future confusion, the employment pressure. Meanwhile, weimplement the theoretical and empirical research on the psychological interventions,finding that mental health education, group counseling, individual counseling, crisisintervention and other psychological interventions can be taken into effective use, but theresearch is fragmented, and lacks of systematic nature, and the results are inconsistent.Especially the research on the military postgraduates remains a gap.This study therefore focuses on the military graduates, investigating the militaryacademy graduates’ mental health, personality and emotional characteristics of theirrelationship, the basis of mental needs of students, combining literature analysis to build amilitary graduates’ mental health education intervention program, and conducting empiricalresearch to the military academy graduates’ mental health education. This may play apositive role in easing the psychological pressure in military academy graduate, improving mental health, promoting military personnel development and overall development. Whileit can also provide valuable theoretical and practical reference in expanding research onmental health education research, enriching the theory of mental health graduate studies,and improving mental health education methods.MethodsFirst of all, this study employed2726postgraduate students in2military academies asthe research objects. All participants were surveyed by Symptom Checklist90(SCL-90),Trait Anxiety Inventory(TAI), Eysenck Personality Questionnaire (EPQ), Self-ratingDepression Scale(SDS), State一Trait Anxiety Inventory，STAI一Form Y, Self-ratingDepression Scale，SDS and Self-rating Anxiety Scale(SAS). It explores the characteristicsof mental health, personality and emotion, as well as their mutual correlation, whichprovides scientific basis for the scheme of mental health educational intervention forpostgraduates.Secondly, we employed312military academy postgraduate. They were surveyed withself-administered postgraduates’ psychological service needs questionnaire. Thepsychological problem and mental health service needs of recruits were collected in thisscale, which offered evidence for the detailed topic and ways of mental training of recruits.Finally, the empirical study of mental health education intervention was conducted on112military academy postgraduates and the intervention effects were evaluated by scaleevaluation.Results1.The mental health, personality, anxiety, depression development characteristics ofMilitary Academy graduate.（1）Overall Features: The incidence of psychological problems was12.5%inpostgraduates. SCL-90scores for each factor and total average significantly lower than thenorm and military cadets norm (P <0.01); Compared with the country norm, SDS and SASscores of recruits were higher (P<0.01). Rate of introvert, introvert tendency, intermediatetype were significantly lower than the military norm (P<0.01); Rate of extrovert tendency,extrovert were significantly higher than the military norm (P<0.01).（2）Sex characteristics: Compared with males, the females obtained higher score inloyalty of mental qualities scale (P<0.05), but a lower score in paranoia, psychoticism factor (P<0.01, P<0.05). The EPQ psychoticism, introversion, cover degree factor scorewas significantly higher than that of males（P<0.01，P<0.05（3）Age features: The score in SCL-90anxiety, terror, psychoticism factor of thegroup less than or equal to24years’ old was significantly higher than that of the25-29years’ old group (P<0.01, P<0.05); the anxiety, terror, factor score was significantly higherthan that of the group greater than or equal to30years’ old (P<0.01, P<0.05). The score inEPQ neuroticism and cover factor was significantly lower than that in25-29years’old group and the group greater than or equal to30years’ old (P<0.05, P<0.01). Thepsychoticism factor score of the25-29age group was significantly lower than that of thegroup greater than or equal to30years’ old (P<0.01).（4）Level characteristics: Postgraduates’ scores in SCL-90OCD, interpersonalsensitivity, anxiety, terror, paranoid, psychotic factor score and the average score weresignificantly higher than that of the doctoral candidates(P<0.01, P<0.05). The EPQneuroticism factor score was significantly higher than that of doctoral candidates (P<0.05);the neuroticism factor score was significantly lower than that of doctoral candidates(P<0.01). postgraduates students’ SAS score was significantly higher than that of theDoctoral (P<0.05).（5）Family environment characteristics: The SCL-90depression, anxiety factorscores and average score of democratic family was significantly lower than the dominantgroup (P<0.01, P<0.05). The EPQ internal and external factors are significantly different(P<0.05). And the scpres of Conceal the extent of factor were significantly lower than thedominant group (P <0.05). EPQ psychoticism factor score was significantly higher than thatof students from two-parent families (P<0.05), and neuroticism factor score was lower thanthat of students from two-parent families (P<0.01). The SAS score was significantly higherthan that of students from two-parent families (P<0.05).The SCL-90OCD, interpersonalsensitivity, depression factor score and average score of environmental adaptation groupwas significantly lower than that of the basic adaptation group (P<0.01, P<0.05). TheSTAI, SAI, TAI of the adaptation group was significantly lower than that of the basicadaptation group(P<0.05) and the Forced type group（P<0.01）.（6）Characteristics of the school environment: The SCL-90OCD, interpersonalsensitivity, depression, anxiety factor scores and average score of the tutor concerned group was significantly lower than that of the less concerned group (P<0.01, P<0.05); The EPQpsychoticism factor scores were higher than adapaption group (P<0.01); the neuroticismfactor score was significantly lower than that of the basic adaptation group (P<0.01). TheSTAI, SAI, TAI of the adaptation group was significantly lower than that of the basicadaptation group(P<0.05). interpersonal sensitivity, depression, anxiety factor scores andaverage score of peaceful atmosphere group was significantly lower than thatof inharmonious atmosphere group(P<0.01, P<0.05). The EPQ psychoticism factor scoreswere significantly lower than inharmonious atmosphere group (P<0.01);cover degreefactor score was significantly higher than that of inharmonious atmosphere group (P<0.01).The STAI, SAI, TAI was significantly lower than that of inharmonious atmosphere group(P<0.05).The SCL-90OCD, interpersonal sensitivity, depression, anxiety factor scores andaverage score of the tutor concerned group was significantly lower than that of the lessconcerned group (P<0.01, P<0.05); the compulsive, interpersonal sensitivity, depression,anxiety, hostility, paranoia factor score and total average score was significantly lower thanthat of not concerned group (P<0.01, P<0.05). TheEPQ psychoticism, neuroticism factorscore was significantly lower than that of the less concerned group (P<0.01, P<0.05). Itsinternal and external factor scores, cover degree scores were significantly higher than thatof not concerned group (P<0.01,P<0.05). The SAS, STAI, SAI, TAI scores weresignificantly lower than that of the less concerned group (P<0.05), and its STAI, SAI, TAIscores were significantly lower than that of not concerned group (P<0.05, P<0.01).In addition to the horror factor, Military Academy graduate SCL-90scores weresignificantly higher than the local military academy graduate（P<0.01，P<0.05）. Localgraduate EPQ extraversion scores were significantly higher than the military graduate（P<0.01）, STAI, TAI, SDS scores were also significantly higher than local students（P<0.01，P<0.05）.2. The relationship of military academy postgraduates’ personality, emotion andmental healthThe SCL-90factor scores of military academy postgraduates were positivelycorrelated with psychoticism, neuroticism (P<0.01), and had a significantly negativecorrelation with the internal and external, cover degree factor (P<0.01). The SCL-90factorscores of military academy postgraduates had significantly positive correlation with SAS, SDS, STAI, SAI, TAI (P<0.01). The psychoticism, neuroticism factor score of the healthstatus-suspicious positive group was significantly higher than that of the negativegroup (P<0.01), and the internal and external, cover degree factor score was significantlylower than that of the negative group (P<0.01). The STAI, SAI, TAI, SDS, SAS scores weresignificantly higher than that of the negative group (P<0.01).3. The current situation of military postgraduate students’ demand in psychologicalhealthAll of the graduate students have psychological problem,74.36%of the postgraduate students in military academy have at least2or more psychological problems. The mostcommon psychological problems of the military academy graduates are about self-worth, learning pressure, emotional problems, and interpersonal relationship. The inconsistency ofthe study and other activities, employment pressure, vague sense of self and poorself‐regulation ability is an important factor influencing the psychological problems ofpostgraduate students in military academy. The most popular mode of psychological serviceis the lectures on psychology, communication with professional staff, psychological training,reading and film watching, and network consultation. The psychological education contentthat is most popular with military academy postgraduate is love, marriage and family, psychological adjustment in interpersonal relationships, how to handle major tasks and howto grow and make progress.4. Intervention Study of Military Graduate Mental Health Education（1）There is no significant difference in SCL-90each and total score betweenExperimental group before intervention and control group (P>0.05),The each and totalscore of SCL-90in experimental group was significantly lower than control group aftereducation intervention,（P<0.05，P<0.01）.（2）There is no significant difference in EPQ each score between Experimentalgroup before intervention and control group (P>0.05),After education intervention, theneuroticism and psychoticism score of the experimental group was significantly lowerthan that of control group (P<0.05), neuroticism was significantly lower than that before theintervention (P<0.05).（3）There are no significant difference in the score of SAS、STAI、TAI、SAI betweenExperimental group before intervention and control group, After education intervention, the mood levels of SAS, STAI, TAI, SAI scores of the experimental group weresignificantly lower than those in the control group (P<0.01), and mood levels of SAS, STAI,TAI were significantly lower than those before intervention (P<0.05, P<0.01).Conclusion:1. Military Graduate better overall mental health, we should pay more attention to theelderly and younger students, poor adaptation to the environment, family upbringing Badway, poor teacher-student relationship, poor collective atmosphere graduate.2. To carry out mental health educational intervention, full consideration should begiven to the characteristics of military academy postgraduate students’ psychologicaldevelopment, and the difference of psychological service demand.3. Mental health education intervention can effectively promote the military academygraduate students’ mental health, reduce negative emotions, and promote the healthydevelopment of personality. In addition, it should also improve the environmentaladaptability of military graduate students, and promote self initiative innovation.