The Investigation And Study Of Mental Health Status Of University Instructors

This study takes the university instructors’mental health status as the study subject and selects "instructors of Anhui Agricultural University" as sample subjects. This needs to be stressed that Anhui Agricultural University has not yet conducted systematic survey and study for its instructors, so this study can provide empirical basis for mental health study of instructors in other agriculture and forestry educational institutions in the future.This study, with the subject of university instructors’ mental health status, is intended to evaluate their mental health status by using the Symptom Check List (SCL-90). The problems in the university instructors’ mental health status are discussed through several steps, such as determining sample subjects, issuing and collecting questionnaires, analysis of survey results. The survey and analysis indicates that 9 factors of the SCL-90 list are higher than national norm; there is a significant difference between them, so the university instructors’ mental health status seems not optimistic. From the aspect of gender, the factors of depression and anxiety for females in the valid sample subjects are higher than male instructors, which presenting a significant difference. From the aspect of professional titles, scores of 9 factors in SCL-90 list for instructors without titles (in probationary period) are lower than instructors with titles; score of factors of interpersonal sensitivity, depression and anxiety for instructors with primary titles are higher than instructors with other titles; score of factors of somatizaton, hostility, phobia anxiety, paranoid ideation and others for instructors with intermediate professional titles are higher than instructors with other titles; scores of 9 factors (excluding the factor of psychoticism) for instructors with senior vice titles are lower than instructors with other titles; scores of 10 factors for instructors with senior professional titles are lower than instructors with other titles. From the aspect of ages, scores of 9 factors (excluding the factor of paranoid ideation) for instructors of 25 year-old or under 25 are lower than instructors of other ages; scores of factors of obsessive-compulsive, interpersonal sensitivity and hostility for instructors between 26-35 are higher than instructors of other ages; scores of factors of depression, anxiety, phobia anxiety and psychoticism for instructors between 36-45 are higher than instructors of other ages; scores of factors of somatizaton and others for instructors of 46 year-old or above 46 are higher than instructors of other ages. From the aspect of work seniority, scores of 10 factors for instructors with a working seniority below 1 year are lower than instructors with longer working seniority; scores of factors of hostility interpersonal sensitivity for instructors with a work seniority between 1-5 years are higher than instructors with different working seniority; scores of factors of depression, anxiety and phobia anxiety for instructors with a working seniority between 5-10 years are higher than instructors with different working seniority; scores of factors of somatizaton, obsessive-compulsive, paranoid ideation, psychoticism and others for instructors with a working seniority above 11 years are higher than instructors with different working seniority.Furthermore, reasons and sequences for problems in university instructors’ mental health status are analyzed through comparing the mental health of sample subjects as a whole and according to the gender, professional title, education background, age, working seniority. Finally, this study focuses on how to use relevant theoretical knowledge of ideological political education, psychology, management, sociology and combine with survey results to propose the following six solutions& suggestions to specifically resolve mental health problems of university instructors: 1. meeting reasonable needs of university instructors on the basis of Maslow’s hierarchy of needs; 2. perfecting the incentive mechanism for university instructors on the basis of relevant management knowledge; 3. improving emotional and behavioral disorders on the basis of relevant cognitive theories; 4. strengthening the construction of the team of university instructors on the basis of theories of ideological and political education; 5. releasing the mental health pressure of university instructors on the basis of related psychological consulting principles; 6. paying attention to humanistic concern for university instructors on the basis of related social work theories.