中小学教师PTSD和PTG的影响因素研究：灾难前-中-后的视角

摘要/Abstract

摘要： 采用事件影响量表、创伤后成长问卷、社会支持问卷、应对方式问卷等对汶川地震1年后极重灾区的106名中小学教师进行调查，考察前灾难因子、灾难当下因子和后灾难因子等对教师创伤后应激障碍（PTSD）和创伤后成长（PTG）的影响。结果发现：（1）灾后中小学教师的PTSD处于中低水平、PTG处于中上水平，其中女教师的PTSD和PTG水平高于男教师，班主任教师PTSD水平高于非班主任教师，有过被困经历的教师PTSD水平高于没有被困经历的教师，有亲朋或学生受伤的教师其PTSD和PTG水平均高于无亲朋或学生受伤的教师；（2）社会支持对PTSD没有显著的预测作用，社会支持中的信息支持可以促进PTG，而情感支持和实质性支持对PTG没有显著的影响；（3）逃避的应对方式能显著地正向预测PTSD，问题解决的应对方式能显著正向地预测PTG，而寻求帮助的应对方式对PTSD和PTG都不具有显著的影响。

关键词: 中小学教师, 社会支持, 应对方式, PTSD, PTG

Abstract: The impact of event scale-revised, posttraumatic growth inventory, social support and coping strategy indicator were used to investigated 106 primary and middle school teachers in the areas which were heavily destroyed in Wenchuan earthquake at 1 year after the earthquake, and explore the effect of the factors before, during and after disaster on PTSD and PTG of teachers. The results found that there have a low and middle level for PTSD, middle level for PTG. Male teachers' PTSD and PTG are more serious than female teachers, head teachers' PTSD is more serious than other teachers. The level of PTSD of teachers with trapped experiences is higher than without trapped experiences. The teachers who have relatives and friends to be wound have higher level of both PTSD and PTG than without injured relatives and friends.In addition, social support have no effect on PTSD, but inform support can predict positively PTG. As for the effect of coping style on both PTSD and PTG, the coping style of avoidance, but not seeking help and solving problem can predict positively PTSD. Moreover, the coping style of solving problem, but not seeking help and avoidance can predict positively PTG.

Key words: primary and middle school teachers, social support, coping style, PTSD, PTG

中图分类号:

B844.3

侯志瑾, 周宵, 陈杰灵, 朱莉, 倪竞, 陈淑芳. 中小学教师PTSD和PTG的影响因素研究：灾难前-中-后的视角[J]. 心理发展与教育, 2014, 30(1): 82-89.

HOU Zhi-jin, ZHOU Xiao, CHEN Jie-ling, ZHU Li, NI Jing, CHEN Shu-fang. The Influencing Factors of PTSD and PTG Among Teachers after Wenchuan Earthquake：Perspectives from Before, During and After Disaster[J]. Psychological Development and Education, 2014, 30(1): 82-89.

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