Exploration On Mental Health And Educational Program Of Professional Graduate Students

Objective:Professional graduate is an important and special group of graduate students.Since the enrollment of full-time professional degree graduate students in 2009,the professional degree graduate education has developed vigorously.According to the official data,the number of full-time graduate students in 2015 is 252,000,accounting for 44% of the total number of graduate students,who have become an important part of the graduate population.Professional graduate students as a special and emerging intellectuals,in the face of the course of study,research,thesis and employment and other tasks at the same time,have to participate in internship study,resulting in a significant reduction in research time,There is a certain gap between their career expectation and the reality,which will bring greater impact to their mentality.Part of the professional degree graduate students have anxiety,depression and other mental diseases,and even suicide,agressive behavior and other social behavior to destroy the stability.Previous studies have focused on academic degree graduate students' mental health.However,studies on professional degree graduate studies' are less.Therefore,this study takes the professional degree graduate students as research objects,to analyze its mental health characteristics and influencing factors,aiming at the mental health needs of the population,and to explore the mental health education program of postgraduates,which have provided references for the mental health education of postgraduates.Methods:In this paper,941 graduate students from three colleges and universities in Chongqing were selected as the research objects.SCL-90,T-AI,SAS,SDS,EPQ,GSES,ICDS and ICQ were used as evaluation tools.The mental health status,anxiety and depression,personality traits,self � efficacy,interpersonal problems and interpersonal skills of professional graduate students are discussed.At the same time,the questionnaire of mental health needs of graduate students was investigated.On this basis,through the literature analysis and expert consultation,this paper initially constructs the program of mental health education for graduate students.Results:1.Mental health characteristics of professional graduate students(1)General characteristics: professional graduate students' mental problems detection rate was 11.11%;the positive rate of depressive symptoms was 8.5%,and the positive rate of anxiety symptoms was 2.6%;personality types: extroversion 25.08%,middle 51.11%,introverted 23.81%;emotional stability: stable type 28.25%,middle type 49.84%,and 21.91% instability;the number exactly low self-confidence graduate students accounted for 0.20%,the rate of relatively low self-confidence ones is 15.45%,the rate of relatively high self-confidence ones is 73.37% and the rate of exactly high self-confidence ones is 10.98%.(2)Gender: female graduate students' EPQ psychoticism factor score was significantly lower than male(P<0.05).(3)Age: "?30 years" group's SCL-90 somatization,interpersonal sensitivity,anxiety,hostility,paranoia,psychosis factors scores and total score were significantly higher than that of "?24 years" and "25-29 years old" groups'(P<0.01,0.05),"?30 years" group's depression score was significantly higher than "under 24 years" group's(P <0.01 P<0.05),"?30 years" group's SAS and SDS scores were significantly higher than that of "25-29 years old " and "?24 years " groups'(P<0.05),"25-29 years old " group's SAS was significantly higher than that of "?24 years " group's(P<0.05);"?30 years" group's internal and external factors scores were significantly lower than that of "?24 years" and "25-29 years old" groups'.(4)The level of education level: the scores of somatization and obsessive compulsive factors(SCL-90)of doctoral students were significantly higher than that of master's degree(P<0.05).(5)Grade: Grade 3 scores of SCL-90 were significantly higher than those of Grade 1(P <0.05);the SAS and SDS scores of Grade 3 were significantly higher than those of Grade 1(P <0.05).(6)Children's structure: the EPQ scores of the only-child were significantly higher than those of non-only children(P <0.05),and the score of concealment factor was significantly lower than that of non-only children(P <0.05).(7)Environmental adaptation: Each factor and total score of SCL-90,scores of TAI,SAS and SDS of well environmental adaptation ones' were significantly lower than those of the students who do not adapt to the environment(P<0.05,0.01).Extraversion and concealment factors scores of well environmental adaptation ones' were significantly higher than those of the students who do not adapt to the environment(P<0.05).Neuroticism factor scores of well environmental adaptation ones' were significantly lower than those of students who do not adapt to the environment(P<0.05).Self-efficacy scores of the well adaptive group were significantly higher than the non adaptive group(P<0.05).(8)Collective atmosphere: except for phobic anxiety,each factor score of SCL-90 and the total score of the professional graduate students in the harmonious atmosphere were significantly lower than those in the quarrel atmosphere(P<0.05).(9)Tutor's attitude: except for somatization and paranoid,by the tutor concerned SCL-90 each factor score and total score,and TAI score were significantly lower than that of less concerned students(P<0.05);EPQ extraversion and concealment factors scores were significantly higher than those of less concerned(P<0.05);neuroticism score was significantly lower than those with less care(P<0.05);the score of self-efficacy was significantly higher than those with less concern(P<0.05).(10)Counselors' attitude: the self-efficacy score of the graduate students who were concerned by the counselors was significantly higher than that of the graduate students with less care(P<0.05).(11)Classmates' attitude: the self-efficacy score of the graduate students who were concerned by the classmates was significantly higher than that of the graduate students with less care(P<0.05).(12)Friend relationship: "good friends 3-5" graduates' EPQ psychotic factor score was significantly lower than "no good friend" group(P<0.05).2.Interpersonal relationship characteristics of professional graduate students(1)General characteristics: relatively less in interpersonal problems accounted for 72.15%,mildly troubled 17.28%,moderate distress 9.96%,severe disturbance 0.61%;high interpersonal ability group 8.94%,general group 63.01%,low group 28.05%.(2)Gender: male graduate students with the opposite sex disturbance factor score was significantly higher than that of female(P<0.01),emotional support factor score was significantly lower than that of female(P<0.01).(3)Children's structure: the total scores of interpersonal communication ability of the only-child and the establishment of interpersonal care,moderate rejection and self-hinting factors were significantly higher than those of non-only child(P<0.05,0.01).(4)Family structure: the scores of emotional support factor of parents were significantly higher than those of single parent and other families(P<0.05).(5)Environmental adaptation: the total score of interpersonal distress and the scores of each factor were significantly lower than those of poor adaptation(P<0.05,0.01);the total score of interpersonal communication ability and each factor scores were significantly higher than those of poor adaptation(P<0.05,0.01).(6)Collective atmosphere: graduate students' interpersonal distress in harmonious atmosphere,communication disturbance,and the way of getting along with people distress factors scores were significantly lower than quarrel atmosphere(P<0.05).(7)Tutor's attitude: the scores of interpersonal distress and conversational distress factor were significantly lower than those of postgraduates with less concerned(P<0.05);the scores of interpersonal competency and interpersonal relationship were significantly higher than those with less concerned(P<0.05).(8)Counselors' attitude: professional graduate students with more concerned by counselors have less interpersonal distress and conversational distress scores than those who with less concerned(P<0.05).(9)Classmates' attitude: professional graduate students with more concerned by classmates have less interpersonal distress,conversational distress,communication problems and the way of getting along with people distress factors scores than those who with less concerned.(P<0.05,0.01).3.Mental health needs of professional graduate studentsProfessional graduate students who need mental health services account for 29.1%,and the most common mental problems are learning pressure problems(88.3%),the employment problems(60.2%),mood problems(58.6%),emotional problems(57.8%)and interpersonal problems(54.7%),etc.The main factors affecting the psychological problems of professional graduate students are the contradiction between the time and the other time learning activities(54%),self adjustment ability(54%),economic problems(51.6%),employment pressure(42.9%),unclear self-understanding(42.1%),contradictions with tutors' needs(30.6%),etc.Professional graduate students think that the most suitable way for their mental health services are communication with psychologists(58.2%),mental health lectures(55.2%),individual psychological counseling(44%),reading and film(37.3%),and network psychological consultation(33.6%).They believe that the most needs to carry out the contents of mental health education are mainly psychological contradictions and conflicts(61.9%),emotion and stress management(60.4%),interpersonal psychological adjustment(52.2%),basic psychology(42.5%)and marriage psychological adjustment(41.8%),etc.4.Mental health education program for professional graduate studentsBased on the characteristics of mental health of professional graduate students,combined with the needs of mental health,through the consultation of experts,tutors and professional graduate students,this research has built a mental health education program of professional graduate students,which includes 1 level indicators,10 secondary indicators and 30 three indicators.Conclusion:1.There are obvious characteristics of interpersonal mental health,anxiety and depression,personality traits,self-efficacy,interpersonal problems and interpersonal skills.Therefore,it is necessary to pay attention to the mental health of professional graduate students.2.When carrying out mental health education for professional graduate students,we should give full consideration to difference of the crowd and the characteristics of mental health needs.3.Professional graduate students mental health education program includes 1 level indicators,10 secondary indicators and 30 three indicators.