| Objective:The military school was a cradle for training military senior talent. Level ofpsychological health of cadets was directly related to the level of military school’s personneltraining, the sustainable development of the military school, and the army modernization.New cadets were special in military school, facing pressures of the learning and training,interpersonal and potential war, easy to produce psychological problems in learning andtraining, interpersonal relationship, anxiety, depression and etc., needing to be resolved intime. The training of new cadets was the necessary stage to complete the role change andadapt of military life after entering the military academy. The study found, the training of newcadets can not only consolidate the new cadets’ foundation of body quality and militaryquality, but also relieve the psychological stress reaction, improve the level of mental health,and complete the role change of the military rapidly. Previous intensive training of themilitary and political basis for new cadets was single. In recent years, along with the trainingmode reform, new cadets’ training gradually turned from the campus to external, frommilitary camp to field. As a new mode of training--the field integrated training, physicalpractice, will practice combined with psychological practice, letting the cadets well-honed inthe complex terrain and difficult environment, complete the military role transformation assoon as possible, further explore new models of cadets training. Previous studies paid moreattention to soldiers, reporting less about cadets’ integrated training field. Therefore, in thisstudy1304new cadets of a military school enrolling in2013were the research objects, beingresearched in7weeks’ camp training and field integrated training, observed the effect of fieldintegrated training on the mental health, psychological quality and emotion of the cadets, inorder to increase the scientificalness, pertinence and validity of cadets training, to provideuseful data references for construction of cadets education training system. Methods:First of all, this study employed1304new students in2013of3military schools. Allparticipants were surveyed by Symptom Checklist90(SCL-90), Mental Quality Questionnairefor Army men(MQQA), Trait Anxiety Inventory(TAI), Self-rating Depression Scale(SDS),and Self-rating Anxiety Scale(SAS). The characteristics and relationships between mentalquality, mental health and emotion of new students of3military schools were explored, whichoffered scientific basis to build the field comprehensive training project of new students. Next,we employed514new students in3military schools. They were divided into the fieldcomprehensive training group and the regular training group. The effects of the fieldcomprehensive training on mental quality, mental health and emotion of new students wereresearched based on study evidences. The results of the field comprehensive training onquality education of new students were explored. Finally, the training countermeasures andmethods of quality education of new students were summarized.Results：1. The overall situation of the new students in military schools about mental qualities,mental health, and emotion.In the1304new students the incidence of psychological problems was8.21%. All newstudents’ mental qualities were higher than the military school students norm’s (P<0.01).There were94.8%new students with more than better mental qualities; New students’mental health were also better than the soldiers norm’s (P<0.01). Furthermore, the scores ofstate-trait anxiety of the recruits were significantly lower than the scores of the soldiers’norm. Compared with the country norm, SDS and SAS scores of recruits were higher(P<0.01).2. The feature of the new students in military schools in mental qualities, mental health,and emotion.(1) Compared with females, in spite of hostility and phobic anxiety factors the malesobtained significantly higher score of SCL-90in other factors and higher averagescore(P<0.01, P<0.05). Intelligent, brave and loyalty of mental qualities scale (P<0.01,P<0.05) score and total score are significantly higher than females. SDS and SAS score aresignificantly higher than females as well（P<0.01）. (2) In spite of hostility and phobic anxiety factors there are age differences among thetotal score of mental qualities and each factor score (P<0.01，P<0.05), and the scoresdecreased with aging. Total score and each factor score of mental qualities scale werediffering (P<0.01) and increasing with aging. However the score of SAS was decreasedwith aging.(3) The mental quality total score and the score in each dimension as intelligent, braveand loyalty of undergraduate were significantly higher than those of junior (P <0.01). Thescores were increased as the education was promoted. The SDS and SAS score ofundergraduates were significantly higher than junior group’s (P <0.01) as well.(4) In spite of hostility, phobic anxiety and paranoia factors there were differences instudent category among each factor score in SCL-90(P<0.01). It shows the trend that thesoldiers optimal students, the college entrance examination admission students second,cadres the worst students. There are significant student category differences among the totalscore of mental qualities and each factor score (P<0.01). The same trend is shown as thetrend of score in SCL-90. There were significant differences in student category amongSDS and SAS scores (P<0.01). The SDS and SAS scores of the college entranceexamination admission students were significantly higher than those of soldier students andcadres students（P<0.01，P<0.05）. The TAI scores of the college entrance examinationadmission students were significantly higher than those of soldier students（P<0.05）.(5) Compared with the scores obtained by non-only child, the score of interpersonalfactor of SCL-90in the only child group were lower (P<0.05). The new students in thedemocratic family environment had significantly lower SCL-90scores than thelaissez-faire and doting family (P<0.01， P<0.05). Further, the new students in thedemocratic family environment had significantly higher total score and scores in mentalqualities than the compulsory, laissez-faire and doting family (P<0.01，P<0.05).3. The relationships between mental qualities, mental health, and emotion of therecruitsThe excellent mental quality group scored lower on all factors in SCL-90than the poorgroup (P<0.01). The psychological symptoms negative group scored higher on mentalqualities than the psychological symptoms positive group (P<0.01). There were directcorrelations between the new students’ mental health with anxiety, depression and mental quality. There was indirect correlation between the new students’ mental health with traitanxiety.4. The empirical study on the field comprehensive training of the new military schoolstudents(1)Compared with the total score and scores of the mental health factors after training,the scores obtained by experimental group were significantly lower than ones of controlgroup (P<0.05).(2)There are no obvious statistical differences in scores of the mental qualities aftertraining between the experimental group and the control group (P>0.05).(3)Compared with the scores of the anxiety and trait anxiety after training, the scoresobtained by experimental group were significantly lower than ones of control group(P<0.05).(4)After training the interpersonal relationship, environment adaptation and emotionregulation scores obtained by experimental group increased significantly (P<0.05).Conclusion：1. Overall, the mental health status and mental quality levels of the military school newstudents are good. However the anxiety and depression reaction of the military school newstudents are still worse than those of Chinese general population. Especially the small agestudents, the college entrance examination admission students, short family upbringingstudents and ones in low cultural levels should be carefully focused on.2. The field comprehensive training can effectively promote the new students mentalhealth and improve their adaptability in troops. |
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