Effect of “Cognition-Coping skills-Psychological Counseling” intervention on sub-health among minority teachers of middle schools of rural area in Baise, Guangxi

Objective To assess the effect of "C ognition-C oping skills-Psychological Counseling"in tervention on subhea lth among minority teachers of middle schools of rural area in Baise.Methods A total of 311 minority teachers from 12 middle schools,selected with cluster sampling in Baise city,participated the research and were randomly assigned to the intervention(n=103)and con tro l g roup(n=208).The intervention group received a"Cognition-Coping shill-Psychological Counseling"program.The intervention effect was measu red by a pretest,immediate posttes tand six-month posttest after the in tervention.The teachers from both groups were asked to complete Cornell Medical Index-Health Questionnaire(CMI)and other questionnaires.Results There was nosignificant difference in age,gender,nationality,education,income and marriage between in tervention and control groups(P>0.05).At the pretest,there were nosignificant difference for CMI total scores,physical sub-health,psychologic sub-health,emotional exhaustion,depersonalization,personal accom plishment and self-efficacy.After the intervention,the scores of psychologic sub-health and emotional exhaustion were lower in intervention group(5.417±3.497,210.3±0.468)than that of in control group(6.024±5.141,2.407±0.652).The score of self-efficacy was higher in intervention group(2.747±0.595)than that of in control group(2.579±0.522).The interaction effect between in tervention and time in emotional exhaustion was significant(F=8.859,p=0.003).Conclusion The "Cognition-Coping skill-Psychological Counseling"improves psychology and decreases emotional exhaustion significantly among the minority teachers.