A research of prevention and early detection of school non-attendance from the viewpoint of family system

目的：本研究旨在了解青少年心理健康状况，建立初中生心理健康状况、旷课及相关因素的预防模型。方法：以静冈县5个市、镇、村的8所初中为研究对象，选取1999年的1010名初中一年级学生及其父母。调查于一九九九年至二零零一年进行。问卷内容为心理健康程度、失学感受、压力感知、自尊、凝聚力感知、社会支持感知、压力反应感知、家庭系统感知和家庭结构感知。此外，每个财政年度结束时，缺勤天数由学校报告。对8名对象学校的护师进行了个别访谈。结果与讨论：初中生的缺勤天数比初中生的缺勤天数增加了11天。初中生的心理健康状况随着学年的进展而恶化，三年级时有44.6%的学生（男生38.9%，女生55.4%）被划分为精神障碍。此外，约80%的母亲抱怨育儿困扰。应激反应在女孩中表现得更多或更频繁。相反，男孩的自尊和连贯感较高。通过协方差结构分析，构建了初中生应激反应及应激相关因素的模型。结果表明，初中生的压力应对能力主要由自尊、连贯感和社会支持三个方面构成，并对减轻初中生的压力反应起作用。学生的家庭系统感知和家长的压力应对能力影响初中生压力应对能力的产生。此外，一年级的连贯感、自尊和社会支持是初中生三年级压力反应的预测因素。少

Purpose : The porous of this research is to understand adolescents mental health status, and to develop a preventive model of junior high school student's mental health status, the absenteeism, and the related factors.Method : In eight junior high schools of five cities, towns, and villages located in the Shizuoka Prefecture, 1010 students of the first grade of junior high-schools in the 1999 and their father and mother were objects. The investigation was executed from 1999 to 2001. The question contents were the mental health degree, the feelings of school non-attendance, the perceived stress, the self-esteem, the sense of coherence, the perceived social support, the stress responses, a family system, and a family structure. Moreover, the absence days at the end of each fiscal year were reported from school. Individual interviews were executed for the 8 nurse-teachers at the object schools.Result and discussion : The absence days of the junior high school student increased to the seco … More nd year compared with the first year. The junior high school students' mental health status aggravated with the school year progress, and 44.6% of the whole (boy 38.9% and girl 55.4%) were classified into a mental disorder in the third grade. Moreover, about 80% of mother complained parenting distresses. The stress responses were showed more or the frequent in girls. Oppositely, the self-esteem and sense of coherence were high in boys. The model of junior high school student's stress responses and the stress related factors were able to be constructed by the covariance structure analysis.It was suggested that the junior high school student's stress coping ability was made from the self-esteem, the sense of coherence, and the social- support and it functioned to reduce their stress responses. The perceived family system of students and parents' stress coping abilities were influencing the generation of junior high school student's stress coping ability. Moreover, the sense of coherence, self-esteem and social support in the first grade were predictive factors of the stress reactions of the junior high school students of the third grade. Less