The impact of local colleges’ interference in middle school students’ family psychological intervention on the psychological health status of students learning at home – a case study of northern Guangdong

S.-Q. Liao, J.-H. Ye, J. Chen, C. Zeng, C.-W. Yan

Shaoguan University, Shaoguan, Guangdong, China. 307745061@qq.com

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• Psychology

OBJECTIVE: Using college psychological resources, this paper attempts to intervene in the family psychology of middle school students learning at home during the epidemic in northern Guangdong. Focusing on the impact of family system on the psychological health status of middle school students learning at home, it provides reference for targeted family psychological intervention and treatment of students.

SUBJECTS AND METHODS: The “Psychological Health Survey Questions for Middle School Students Learning at Home during the Epidemic” was compiled to conduct a class-based random sampling survey of primary and secondary schools in northern Guangdong. Family psychological intervention is provided for key groups.

RESULTS: (1) The middle school students’ psychological health level was above average on the whole, but with great individual differences. (2) Families have a significant impact on students’ psychological health, among which parents’ occupation, family integrity, family economy, family atmosphere, and the number of children in the family all exert a significant impact on middle school students’ psychological health. (3) Stepwise regression analysis reveals that the six factors of gender, grade, ethnicity and place of residence, family economy and atmosphere in the family environment system are included in the regression equation, explaining 11.6% of middle school students’ psychological health. (4) Family psychological intervention significantly improves middle school students’ psychological health.

CONCLUSIONS: Local colleges’ interference in middle school students’ family psychological intervention can effectively improve psychological health of middle school students learning at home. Society, families and schools should value family psychological construction, and effectively unite social forces to jointly promote students’ psychological health.

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