본 연구는 정신건강 2요인 모델에 기반하여 정신건강 유형을 분류하고 발달자산에 해당하는 핵심적 긍정 심리특성에서 각 유형의 차이를 살펴봄으로써 완전정신건강 선별검사의 유용성을 확인하고 효과적 개입전략을 모색하기 위해 실시되었다. 이를 위해 현재 학교 현장에서 사용되고 있는 학생정서․행동특성검사를 실시하고 사회․정서적 건강검사를 실시하였다. 중학생 847명의 설문자료를 분석한 결과, 완전정신건강 집단은 78.4%, 취약 집단은 9.8%, 증상은 있지만 만족하는 집단은 6.5%, 고통 받는 집단은 5.3%로 분류되었다. 사회․정서적 건강 검사의 네 개 하위영역(자신에 대한 믿음, 타인에 대한 믿음, 정서적 유능성, 관여된 삶)에서 완전정신건강 집단은 취약 집단과 고통 받는 집단에 비해 더 우수하였지만, 증상은 있지만 만족하는 집단과는 차이가 없었다. 증상은 있지만 만족하는 집단은 고통 받는 집단에 비해 모든 영역에서 더 우수하였다. 다항로지스틱 분석 결과, 완전정신건강 집단과 비교하여 각 집단은 일부 핵심적 긍정 심리특성을 더 증진시킬 필요가 있음이 밝혀졌고, 이를 중심으로 어떤 개입을 제공하는 것이 효과적일지 논의하였다. 마지막으로, 정신건강의 부정적 지표에만 초점을 둔 전통적 선별방식의 제한점과 함께, 모든 학생의 최적 발달을 도모하기 위한 완전정신건강 선별검사와 개입의 중요성을 강조하였다.
This study was conducted to confirm the validity of the complete mental health screening and explore its implications on intervention. For this purpose, this study classified four different mental health groups and examined how they differed in terms of four social emotional health domains and 12 psychological traits. The AMPQ-II, currently used, school-based mental health screener, and the SEHS-S were conducted. The self-report data of 847 middle school students were analyzed. Results indicated 78.4% were classified into a complete mental health group with 9.8% a vulnerable group, 6.5% a symptomatic, but content group, and 5.3% a troubled group. A complete mental health group was superior than both a vulnerable and a troubled group in all four domains (belief in self, belief in others. emotional competence, engaged living). A symptomatic, but content group was better than a troubled group in all domains. Multivariate logistic regression analyses indicated each group need to improve some psychological traits to experience compete mental health and suggested effective intervention strategies for each group. Finally, with the limitation of a traditional mental health screening, the importance of a complete mental health screening and intervention was emphasized.
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