Intervention Study Of Peer Mental Counsel Promoting Mental Health In Left-behind Middle School Students

Objective: To study the mental health status and influencing factors inleft-behind middle school students, evaluating the effectiveness of peermental counsel, offering feasible suggestions and measures for theinterventions.Method: Quantitative and qualitative study methods are both used inthis study. Qualitative study: used purposive sampling method, follow theprinciple of information of saturated, interview objects including4schoolleaders,5teachers,2school doctors,14students, a total of25people.Quantitative study:2179students were selected by multi-stage clusterrandom sampling method, including1463left-behind middle schoolstudents. Middle School Student Mental Health Scale (MSSMHS),Multidimensional Life Events Rating Questionnaire for Middle SchoolStudents (MLERQ), Social Support Rating Scale (SSRS), MultidimensionalStudents’ Life Satisfaction Scale-China Version (MSLSS-CV), theself-made general situation and influence factors scale were used toinvestigate the left-behind middle school students mental health and influence factors. Using the self-made questionnaire evaluates theeffectiveness of the peer mental counsel training; Middle School StudentMental Health Scale (MSSMHS) and the self-made effect evaluation scalewere used to access the intervention effects.Results: Results of qualitative study: Students, teachers and leaders inthe region knowledge of mental health is less. After understanding thepsychological mutual aid content, have said is very interested and lookforward to implementation. Most of the students are willing to as peerpsychological consultants. Results of quantitative study: The comparison ofdifferent characteristics of left-behind middle school students: girls(1.78±0.55) were higher than boys (1.63±0.52), high school students(1.81±0.56) were higher than junior middle school (1.60±0.50), residentstudents (1.76±0.55) were higher than non-resident students (1.59±0.49),only children (1.62±0.51) were lower than non-only children (1.72±0.54),and differences have statistical significance (P<0.05). Intervention effects (1)Instant effect evaluation: Peer psychological peer support overall mentalhealth status and the traditional health education group were not improved,health education group students, forced symptoms improved (t=2.097,P<0.05);(2) Mid-long-term effect assessment: Peer psychological groupstudents was improved in forced symptoms (t=3.795, P<0.05) andinterpersonal tension and sensitive (t=3.295, P<0.05). Traditional healtheducation group only forced symptoms (t=2.743, P<0.05) was improved; depression (t=2.586, P<0.05), study pressure (t=4.427, P<0.05),maladjustment (t=2.690, P<0.05) and emotional imbalance (t=1.995,P<0.05) were get aggravated.Conclusion: Left-behind middle school students mental health in themedium to high level, and have many influence factors. Peer psychologicalsupport can consider replenish the traditional health education for middleschool students’ psychological health in order to achieve the effect. School,family and society should cooperate fully to build a good study and lifeatmosphere, make left-behind middle school students to adopt a positiveattitude, improve the mental health status.