将研究生心理健康保障纳入培养体系是药学拔尖创新人才培养的迫切要求。本文以提升药学专业研究生心理危机识别和干预能力为目标,选取2021年4月至2022年5月上海交通大学医学院药学专业71名在读研究生为研究对象,在研究生培养的重要时间节点进行问卷调查识别其心理问题,并采取个体心理咨询和团体心理活动相结合的方法,探索包含研究生心理委员、研究生管理教师、学校心理咨询师等在内的心理健康保障体系(简称保障体系)建设路径,并初步评估保障体系建设1年的成效。结果显示,保障体系可早期识别药学专业研究生潜在心理问题,合计检出潜在心理问题研究生10人。个体心理咨询和团体心理活动有效预防了研究生心理危机的发生,合计缓解同侪矛盾1例、导学矛盾3例、学业焦虑6例。保障体系建立后,1年内研究生无退学(前一年度有1例)和转导师(前一年度有2例)情况发生。保障体系的建设及其实践经验可为高校研究生的心理健康教育、危机干预识别提供参考。
侯丽娜
,
王芳
,
胡晓宇
,
张瑞
,
苏懿
,
张悦恬
,
陈欢
,
安烁羽
,
王昊
. 药学专业研究生心理健康保障体系建设探索[J]. 中华医学教育杂志, 2023
, 43(3)
: 177
-181
.
DOI: 10.3760/cma.j.cn115259-20220725-00934
It is one of the top priorities to incorporate the well-being of graduate students into the training system to cultivate the top innovative talents in pharmacy. With the goal of improving psychological crisis recognition and intervention of graduate students majoring in pharmacy, this study selected 71 graduate students majoring in pharmacy in Shanghai Jiaotong University School of Medicine from April 2021 to May 2022 as research participants, conducted a questionnaire survey at important time points in training to identify possible psychological problems, adopted the method of combining individual psychological counseling and group psychological activities to explore the psychological health safeguard system (hereinafter referred to as the safeguard system) for pharmaceutical graduate students, including the postgraduate psychological committee, postgraduate management teachers, and school psychological consultants, and preliminarily evaluated the effect of the safeguard system construction for one year. The results showed that the safeguard system could identify the potential psychological problems of graduate students majoring in pharmacy at an early stage, and a total of 10 graduate students with potential psychological problems were detected. Individual psychological counseling and group psychological activities effectively prevented the occurrence of graduate students' psychological crisis, and alleviated 1 case of peer conflict, 3 cases of uneasy supervisor-postgraduate relations, and 6 cases of academic anxiety. Within one year after the establishment of the safeguard system, there are no graduate students dropping out of school (1 case in the previous year) or requesting tutor transfer (2 cases in the previous year). The construction of the safeguard system and its practical experience can provide empirical reference for the mental health education and crisis intervention identification of university graduate students.
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