An Investigation Of Explicit-troubled College Students' Mental Health And Narrative Group Intervention

Background and objective of the studyIn recent years,the incidence and severity of college students' mental illness are on the rise,which will hide danger for the occurrence of malignant events.However,explicit-troubled college students have the prominent characteristics such as diverse and explicit problems,changing difficulties and safety hazard,they are always identified as high-risk group of psychological crisis and the focus of student management in universities.Narrative group counseling which based on the theory of narrative therapy has the advantages and characteristics of narrative psychotherapy and group counseling.And this method is highly compatible with the abilities,interests,psychological characteristics and thinking mode of college students in China and it's suitable for colleges and universities.Therefore,this study intends to use the combination of investigation and intervention.On the basis of mastering the mental health status and characteristics of explicit-troubled college students,we will apply narrative group counseling in explicit-troubled college students so as to assess its effectiveness in terms of quantity and quality and to discusse its acting path and application value in explicit-troubled college students.Subjects and MethodsThis study is divided into two parts:investigation research and intervention study.Explicit-troubled college students are objects of both two parts.Investigation research:The investigation study on explicit-troubled college students' mental health.Through the "bottom up" approach,the counselors reported the explicit-troubled college students with psychological or behavioral biases or abnormalities to the student management department to form the "explicit-troubled college student information database".We will applied the general situation questionnaire,the meaning in life questionnaire-Chinese version(MLQ-C),attitudes toward seeking professional psychological help questionnaire(ATSPPHQ),university personality inventory(UPI),patient health questionnaire-9(PHQ-9)and coping efficacy questionnaire to all of the explicit-troubled college students in the database by means of census.Intervention study:The intervention of narrative group counseling in explicit-troubled college students.The explicit-troubled college students who completed the survey were interviewed by the group and MINI interview.And the students were excluded if they are positive in MINI interview,under mental illness attack or refuse to join into group.Finally,a total of 57 students were included in the intervention study.Among them,30 were divided into the experimental group(14 boys,16 girls)and 27 students in the control group(14 boys,13 girls).This study used quasi-experimental method.The experimental group received seven times narrative group counseling weekly,but the control group did not receive any experimental treatment.Before and after the group intervention,both two groups were measured for MLQ-C,ATSPPHQ,UPI and PHQ-9.Then the tracking tests were implemented lmonth later.In addition,the study cited a group effect evaluation method of the innovative moment,in conjunction with the group's efficacy factor questionnaire,group feedback and satisfaction questionnaire.ResultsThe results of investigation research1.Explicit-troubled college students' score of UPI was significantly higher than that of large sample data(t=5.284**).There were 110(51.4%)students belong to UPI-A,42(19.6%)students belong to UPI-B and 62(29.0%)students belong to UPI-C.The proportion of abnormal students was 11.7%,and 15.4%of the college students found it meaningless to live,17.8%said they were not interested in anything,and 40.2%thought they had a psychological problem.In the aspect of interpersonal interaction,force,neurasthenia,somatoform symptoms and emotional,explicit-troubled college students mainly had the following expressions:don't want to communicate with people(32.2%),suffer from indecision(3 9.7%),lack of concentration(51.4%),body tiredness(45.3%)and lack of enthusiasm and enthusiasm(48.1%).2.Explicit-troubled college student's average score of PHQ-9 was(5.59±5.72).There were 3.3%students belong to major depression,5.6%belong to moderate depression,14.0%belong to moderate depression,22.0%belong to mild depression,and 55.1%belong to without depression.3.Explicit-troubled college students' score of meaning in life,the presence of meaning and the search for meaning were respectively(47.62±9.07),(23.74±6.80),(23.87± 6.19).4.Explicit-troubled college students'score of coping efficacy,confidence,competency perception and cognitive level were respectively(51.32±9.09),(8.04±2.27),(26.84±5.29),(16.44±2.64).The coping efficacy(t=-8.861**),competency perception(t=-2.645*)and cognitive level(t=-2.907**)of boys were significantly lower than the norm.The coping efficacy(t=-9.176**)and competency perception(t=-4.003**)of girls were significantly lower than the norm.5.Explicit-troubled college students' score of attitudes towards seeking psychological help,expectation,need,acceptance and trust were respectively(75.60±10.52),(18.68±3.03),(17.98±3.34),(20.47±3.05),(18.46±3.20).There were 59.8%students willing to accept the professional mental health services.But there were 54.2%students never turn a psychological consultant and 40.6%of them thought that they can solve psychological distress,13.6%thought it difficult to solve psychological problems.The result of intervention study1.Before the intervention,there was no significant difference in the meaning of life and attitudes towards psychological help between the experimental group and control group(p>0.05).After intervention,the meaning in life(t=2.726**)and attitudes toward psychological help(t=2.239*)of experimental group were significant higher than control group.A month later,the meaning in life(t=2.150*)of experimental group was still significant higher than control group.2.After intervention,the meaning in life(t=-3.155**),the presence of meaning(t=-3.072**),attitudes toward psychological help(t=-2.430*),expectation(t=-2.243*)and trust(t=-3.900**)of experimental group were significant higher than intervention before.A month later,the attitudes toward psychological help(t=-2.249*),need(t=-2.594*)and trust(t=-2.363*)were significant higher than intervention before.There was no significant difference between three times measurements of control group(P>0.05).3.There were no significant difference in the pre-test,post-test and tracking scores of the UPI and PHQ-9 scales(P>0.05).4.The average score of all effect factors were more than 4.After intervention,the score of hope to restore,safety affective expression,relationship affect awareness and social learning were significant higher than intervention before.5.Among seven times group activities,the average percentage of innovative moments in experimental group was 12.31%.It was 2.84%of action IMs,5.17%of reflection IMs,0.08%of protest IMs,0.81%of performing change IMs and 3.41%of reconceptualization.Conclusion1.Explicit-troubled college students are poor in mental health status and coping efficacy.Their level of depression and meaning in life belong to medium.Explicit-troubled college students have higher acceptance of professional mental health services,but the need for help is lower.2.Narrative group counseling can effectively enhance the explicit-troubled college students'sense of meaning in life,among them,the improvement of the presence of meaning has immediate effect and it has immediate and delayed effect on the search for meaning.3.Narrative group counseling has an indirect improvement effect on the attitude to psychological seeking help of explicit-troubled college students and the effect is immediate and delayed.4.The function channel of narrative group counseling is the strengthening of positive psychological factors but not the elimination of psychological symptoms or problems.Innovation1.This paper puts forward the concept of "explicit-troubled college students"and deeply reveals their mental health status and characteristics so as to enrich the students' group research and the concept connotation of the college students.2.This study adheres to the essence of narrative therapy.The content of the program is progressive and in-depth.It not only conforms to the world view of narrative therapy,but also includes the key technique of narration,which reflects the logic chain of narration.3.The first time to apply the method of the innovation moments to make the group effect more concrete and visible.Limitations and Prospects1.The sample of this study was from a medical university in Guangzhou.Future research can expand the sample range to different region or difficult universities.2.Due to the difficulty of sampling,this study only set up the experimental group and the blank control group,which weakened the interpretation of the quantitative results.In the follow-up study,the active group can be set up as the condition control group to investigate the effect of the narrative group.3.The reasons for the low proportion of innovative moments are still need to be discussed.The following research can further explore the principle and operation of the analytical method of innovative moments,and develop a set of localized coding standards and operational guidelines.