Application of the three-stage helping model in mental health education for primary and secondary school teachers
助人三阶段模式在中小学教师心理健康教育工作中的应用

摘要

目的 探讨“探索—领悟—行动”三阶段助人模式在中小学教师心理健康教育工作中的应用效果。方法 选取云南省12所中小学的204名教师开展以“三阶段模式”为核心的心理健康教育培训，内容涵盖理论讲授、案例教学、角色扮演和情景模拟。采用自编量表、中学生心理健康量表（MSSMHS）、青少年生活事件量表（ASLEC）及师生关系困扰量表进行评估，并在培训前后6个月对比测评，同时收集培训效果问卷。结果 培训后半年，教师助人技能量表得分由62.13±8.21分提升至76.45±7.98分，师生关系困扰量表得分由42.18±6.73分降至31.92±6.15分（均P<0.05）。学生总体心理健康量表（MSSMHS）总分较培训前变化不显著（P=0.247），生活事件量表（ASLEC）改善有限（P=0.183），但师生关系维度问卷得分显著提高，由94.84±5.36分增至139.00±3.50分（P<0.001）。教师与学生问卷反馈均显示培训后师生沟通更顺畅、课堂氛围更积极，教师的助人意识与学生的信任感均得到增强。结论 助人三阶段模式能显著提升教师心理健康教育技能，并间接改善学生心理健康水平，促进师生良性互动，具有较强的推广应用价值。

Abstract

Objective To explore the application effect of the "Exploration-Insight-Action" three-stage assistance model in the mental health education work of primary and secondary school teachers.
Methods A total of 204 teachers from 12 primary and secondary schools in Yunnan Province participated in a mental health education training program centered on the "three-stage model," which included theoretical lectures, case teaching, role-playing, and scenario simulation. Evaluations were conducted using self-developed scales, the Middle School Student Mental Health Scale (MSSMHS), the Adolescent Life Events Scale (ASLEC), and the Teacher-Student Relationship Distress Scale. Pre- and post-training assessments were conducted over a six-month period, along with the collection of training effectiveness questionnaires.
Results Six months after the training, the score on the Teacher Assistance Skills Scale increased from 62.13±8.21 to 76.45±7.98, and the score on the Teacher-Student Relationship Distress Scale decreased from 42.18±6.73 to 31.92±6.15 (all P<0.05). The total score on the Middle School Student Mental Health Scale (MSSMHS) showed no significant change compared to pre-training (P=0.247), while the Adolescent Life Events Scale (ASLEC) showed limited improvement (P=0.183). However, the questionnaire score for the teacher-student relationship dimension significantly improved, increasing from 94.84±5.36 to 139.00±3.50 (P<0.001). Feedback from both teacher and student questionnaires indicated smoother teacher-student communication, a more positive classroom atmosphere, enhanced teacher assistance awareness, and increased student trust after the training.
Conclusion   The three-stage assistance model can significantly improve teachers' mental health education skills, indirectly enhance students' mental health levels, and promote positive teacher-student interaction, demonstrating strong practical and promotional value.