摘要
目的 研究医学新生入学一年前后应激事件及其防御方式的变化情况,为改善新生防御方式的运用和预防新生心理及行为问题提供参考依据.方法 采用青少年生活事件量表（ASLEC）及防御方式问卷（DSQ,中文版）评估243例医学新生并用SPSS 11.0进行结果分析.结果 医学新生入学前后成熟型防御机制的得分均明显高于中间型和不成熟型防御机制,差异具有统计学意义（F为155.26～255.87,P〈0.01）.女生在升华、压抑、理想化等防御方式上得分较高,入学一年后运用较多成熟型防御机制.而男生入学时在投射、压抑、反作用形成、伴无能之全能等防御方式上得分较高,入学一年后在被动攻击、抱怨等防御方式得分较高.医学新生入学时ASLEC总分为（47.57±12.69）,入学一年后ASLEC总分为（43.81±13.35）,较刚入学时明显降低,其中人际关系、学习压力及其他因子得分明显降低,差异具有统计学意义（t=2.66～6.73,P＜0.01）.女生入学一年后ASLEC总分明显下降（t=2.97,P＜0.01）,其中人际关系、学习压力因子得分明显降低（t=3.00～6.17,P＜0.01）;男生入学一年后人际关系、学习压力及其他因子得分明显降低（t=2.39～3.70,P＜0.05）,差异具有统计学意义.结论 医学新生入学一年前后总体上以运用成熟型防御机制为主,女生防御机制较为成熟和稳定,男生防御机制则较为不稳定和不成熟.新生入学时遭受着较高水平的应激,入学一年后应激总量显著下降,特别是在人际关系、学习压力等方面.
Objective To explore the stress and defense styles in medical entrants before and after university for a year so as to offer reference to improve their using of defense styles, and prevent the psychological and behavioral problems. Methods Adolescent Self--Rating Life Events Check List （ASLEC） and Defense Style Questionnaire （DSQ, China Version） were administered for measuring defence mechanisms and stress at the beginning and at the end of the school year. Sample of 243 entrants, mean age 19, have been included in the research. Results The score of mature defense mechanism was higher than intermediate defense mechanism and immature defense mechanism in medical ertrants before and after university for a year. The difference was statistical significance （F = 155.26- 255.87,P 〈0. 01）. Defense systems show difference in relation to sex, sublimation, suppression, idealization were more frequently used by female, and mature defense mechanism was more used after a year. Projection, suppression, reactive formation, omnipotence were more frequent with male entrants, and then passive aggression and complain were more frequently used after one year. The total stress of entrants in the past 12 months before they entered school was （47. 57± 12. 69）. That score of entrants after one year was （43.81±13.35） which was lower than the former, especially the factors of human relations, learning pressure and other. The difference was statistical significance （t = 2.66- 6.73 ,P 〈 0.01）. Grouping by gender, the total score of ASLEC in female decreased after one year they entered school, especially the factors of human relations, learning pressure. The difference was statistical significance （t = 3.00 6.17,P 〈0.01）. The scores of factors of human relations , learning pressure and other were lower in male after one year （t = 2.39 -3.70,P〈0. 05）. Conclusions Medical erlrants mainly used mature defense mechanism when they faced life events before and after school for a year. The defense mechanism was more mature and steady in female, but immature and instable in male. The entrants endured high level of stress, but total stress conspicuously decreased after a year, especially in human relations and learning pressure.
出处
《神经疾病与精神卫生》
2010年第3期243-246,共4页
Journal of Neuroscience and Mental Health
基金
川北医学院苗圃基金项目：苗圃（08）社-01
关键词
大学生
防御方式
应激
心理健康
Undergraduates
Defense Style
Stress
Mental health
