A Survey On Mental Health State And Mental Health Intervention For Junior School Students With Learning Difficulties

Objective To learn about mental health state and the related factors of junior middle school students with learning difficulties,which can provide some reference for mental health intervention for them, and then explore ways and means to improve mental health level of junior middle school students with learning difficulties.Methods Using Mental Health Test,Adolescent Self-Rating Life Events Checklist and Eysenck Personality Questionair (children) to survey mental health state of 105 junior middle school students with learning difficulties and 105 junior middle school students with above middle academic record,and the same gender,age and grade. We recruited twenty-four junior middle school students with learning difficulties who were willing to participate in the mental health interventions ,and then randomly and equally divided them into experimental group and control group, made three months of mental health intervention for experiment group, and control group without any treatment. Before and after the experiment we measured the two groups with the same scales,tracking measurement after over a month after the intervention ,and then made comparative analysis.Results LD group got significant higher scores in the total score of MHT, learning anxiety, anxiety to person., self accusation tendency and impulse tendency than normal group (P<0.01 or P<0.05) ,the differences of the remaining dimensions between the two groups were not significant.The LD group got significant higher score than normal group in neuroticism (P<0.01) , the differences of the remaining three subscale were not statistically significant.There were significant differences on the total score of ASLEC, interpersonal relationships , learning pressure, being punished and others between LD group and normal group (P<0.01 or P<0.05), the differences of the remaining factors between the two groups were not statistically significant.The correlation analysis of between MHT and ASLEC within LD group showed that the total score of MHT, learning anxiety, anxiety to person, allergy tendency were no significant correlation with health adaptation, body symptoms was no significant correlation with loss, panic tendency was no significant correlation with interpersonal relationship, learning pressure,loss, health adaptation and the total score of ASLEC; the remaining factors and the total scores were significantly positive correlation with each other.The correlation analysis of between MHT and EPQ within LD group showed that the all dimensions of MHT and the total score of MHT were significant positive correlation with neuroticism.Loneliness tendency was significant positive correlation with psychoticism, and significanly negative correlation with introversion and extroversion. Accusation tendency was significantly negative correlation with introversion and extroversion. Body symptoms was significantly positive correlation with psychoticism. Impulsive tendency was significantly positive correlation with psychoticism. The result of multiple stepwise regression analysis within LD group showed that others, interpersonal relationship, learning anxiety and neuroticism were important factors affecting mental health of LD group.After mental health intervention, dimensions of MHT and the total score, the total score of ASLEC, and neuroticism for experimental group were significant lower than control group (P<0.01), the rest were not statistically significant (P>0.05). The assessment scores of post-test and follow-up post-test of experimental group were significant lower than those of pre-test on MHT (P<0.01 or P<0.05).The total score of MHT of follow-up post-test was significant lower than that of post-test (P<0.05), but the scores of MHT's dimensions were not significant.The Total scores of ASLEC of post-test and follow-up post-test were very significant lower than those of pre-test (P<0.01), but the differences was not significant between follow-up post-test and post-test (P>0.05).The difference between post-test, follow-up post-test and pre-test in N sub-scales was significant (P<0.05 or P<0.01), the differences of the other sub-scales among pre-test, post-test, follow-up post-test were not significant.The score of follow-up post-test was significant higher than pre-test(P<0.05),but the differences of the others in pre-test, post-test and follow-up post-test were not significant. After the intervention, experimental group was significant higher than control group in language achievements (P<0.01), but was no significant difference in mathematics and English achievements (P>0.05).Conclusion Junior middle school students with learning difficulties have poorer mental health status than students in normal group, mainly embodies in learning anxiety, anxiety to person, self accusation tendency and impluse tendency. Emotional stability in personality is poorer than students of normal group. Negative life events experience has greater influence for them than students in normal group, reflected in interpersonal relationship, study pressure, being punished and others. Mental health status has some correlation with personality and impact of negative life events. Study pressure, interpersonal relationships, emotional management ability and others may be the main psychological handicaps to trouble junior middle school students with learning difficulties. So, they need to be provided mental help as soon as possible. The mental intervention promotes mental health level, emotion management ability and emotional stability. Therefore, mental intervention is effective and feasible.