Research On The Relationship Between The Students’ Mental Health And Life Events In The Boarding Middle Schools In Tibetan Residential

With the development of boarding schools, the mental health problem of students inboarding schools is one of the problems that people quite concern in recent years.State boarding schools are limited to the integration of educational resources,universal primary education, improving inevitable choice for remote areas and ethnicminority areas enrollment, Qinghai Province since the beginning of the establishmentof boarding schools in Tibetan residential areas, the development of nationaleducation, improve scientific and cultural level of the people of ethnic minorities,ethnic minority personnel training, promoting national unity to make a greatcontribution. However, boarding school students’ mental health should not be ignored.Residential areas in Qinghai Tibetan boarding high school has many ethnic groups,languages, religious differences, insufficient mental health education, campus mentalhealth system and poor characteristics. Since Qinghai province By the employ ofmental health test (MHT) and adolescent self-rating life events check list (ASLEC),this research studies on the students’ mental health status and the negative life eventsstimulating quantity as well as their relationship under the unique geographicalculture environment of boarding middle schools in Qinghai Tibetan residential area,and discusses on the impact of the difference of gender, grade, nation, whetherboarding or not, on the students’ mental health status and the negative life eventsstimulating quantity in the boarding middle schools in Qinghai Tibetan residentialarea. The result of this research is as follow:(1) In the boarding middle schools in Tibetan residential areas, the students’ mentalhealth status and negative life events stimulating quantity has high correlativerelationship, that is the more negative life events, the worse mental health status, onthe contrary, the worse mental health status, the stronger sensitivity on negative lifeevents.(2) The mental health status and negative life events stimulating quantity havesignificant difference on gender. The mental health status of schoolgirl is worse thanschoolboy. In life events, the schoolgirl’s sensitivity on the occurrence ofinterpersonal relationship negative events is greater than schoolboy’s， while the schoolboy’s sensitivity on disappointment in love affair, fight with others andpunishment events is greater than schoolgirl’s.(3) The mental health status and negative life events stimulating quantity havesignificant difference on grade, the mental health status of students in junior middleschool is lower than students in senior middle school, while their negative life eventsstimulating quantity is higher than students in senior middle school.(4) The mental health status and negative life events stimulating quantity havesignificant difference on nation. The mental health status of Tibetan students is lowerthan students of other nations, while their negative life events stimulating quantity ishigher than students of other nations.(5) The mental health status of non-resident students is obviously better thanboarding students, and their negative life events stimulating quantity is also lowerthan boarding students.In view of the above results, the following recommendations:(1) Using a variety of resources to enhance students’ mental health education.(2) Carry out a variety of extracurricular activities.(3) Carrying out Psychological Healthy education and training for teachers, especiallyminority teachers.(4) Carry out various forms of family activities.(5) Established student support groups.