开展心理健康教育，既是武警初级指挥院校学员自身健康成长的需要，也是武警部队履行职能使命对人才素质的要求，是院校思想政治建设的重要组成部分。为构建切实有效的心理健康教育模式，培养学员良好的心理素质，本研究在对武警初级指挥院校学员心理健康教育模式进行理论构建的基础上，分两部分进行：（1）采取整群随机抽样的方法，用症状自评量表（SCL-90）和艾森克人格问卷（EPQ）对武警某初级指挥院校学员进行调查，以了解武警初级指挥院校学员的整体心理健康状况和人格特点。（2）用本研究所构建的心理健康教育模式对该校2009级新学员进行干预实验，采用症状自评量表（SCL-90）、焦虑自评量表（SAS）和抑郁自评量表（SDS）进行效果评估，以探讨该模式的有效性。本研究结果表明：（1）武警初级指挥院校学员总体的心理健康水平好于地方男大学生和军校学员群体，略差于武警军人群体。其主要心理问题体现在人际关系、强迫、敌对和偏执等方面。（2）武警初级指挥院校学员不同群体间在心理健康状况上有所差异。总体而言，内卫指挥专业的学员整体心理健康状况要优于兵种（炮兵、工兵、防化兵）指挥专业的学员；随着年级增长，学员的心理健康状况呈逐渐下降的趋势；部队生的心理健康水平要优于地方生；出生于城镇的学员与出生于农村的学员、独生子女与非独生子女学员总体心理健康水平无显著差异。（3）与全国同龄组男性群体、同龄组男性军人群体和军校学员群体相比，武警初级指挥院校学员的总体人格特征较好，表现为情绪较稳定、个性较外向，对外界的适应性能力较强。另外，不同专业、不同年级、不同生源、是否独生子女、不同家庭所在地的学员在人格特征上也有所差异。（4）武警初级指挥院校学员人格特征中的精神质（P）、神经质（N）维度与心理健康呈显著正相关，内外向（E）、掩饰性（L）维度与心理健康呈负相关。（5）心理健康教育后，实验组学员心理健康水平和情绪状态比对照组有了显著的提高；实验组学员SCL-90中人际关系、焦虑、敌对、偏执因子分和SAS得分比教育前均显著下降，总体心理健康水平显著提高，而对照组学员除SCL-90中恐怖因子外，其余各因子分、SAS和SDS得分均显著提高，心理健康水平呈总体下降趋势。本研究构建的心理健康教育模式对提高武警初级指挥院校学员的心理素质有效。

The conduction of psychological education is necessary for the health of the cadets in Junior Commanding Academy of Armed Police Force (JCAAPF) and it is also the requirement for the police force to cultivate the capable person. It is one of the important factors of academy politics construction. To construct effective psychological teaching model and cultivate cadets’ good mental quality, the study divides two parts: 1) random cluster sampling methods were used to choose CAPF cadets. SCL-90 and EPQ was measured to learn the cadets’ general mental health status and mental characteristic. 2) experimental intervention for the freshmen of Grade 2009 with the use of psychological health teaching model researched by our center. SCL-90, SAS and SDS were used to assess the results to explore the effectiveness of the results.The results of research are as follows：1) the general psychological mental health condition of the cadets in (JCAAPF) is better than that of the male undergraduates in public university and cadets in the academy, but lower than that of armed police group. The main psychological problems present are interpersonal relations, obsession, hostility and bigot. 2) different cadet group has different psychological mental health status. Generally speaking, the global mental health status of cadets majoring in internal guard commanding is better than those majoring in arms of services (artillery, engineering, and anti-chemical). But with the grades increase, the mental health status shows a downward trend. The psychological mental health status of the cadets from the troop is better than those from the public university. The psychological health status cadets coming from the town are the same as those coming from the countryside; and the same to the cadets coming from one-child family and those coming from two or more children family. 3) The general characteristic of the cadets in (JCAAPF) are better than the national male group, the male service group and cadets at the same age. Their emotions are more stable. They are more outwardly and capable in adapt to the outside. Besides cadets’ psychological characteristics are also influenced by a lot of factors such as: residential area, grade, family location, education background and whether to be the only child of the family. 4) Among the cadets in (JCAAPF), the P and N are in proportion to psychological health, while the E, L and psychological health are out of proportion. 5) After the psychological education, psychological level and emotion status of the cadets in experiment group are obviously improved. The scores of intervention group on interpersonal relation, anxiety, bigot and SAS standard scores decreased dramatically, showing the general psychological mental health has improved. While the contrast group, except hostility sub-score, the other scores, SAS and SDS has fallen, on a general decline. The psychological health education model constructed by our research center proved effective to improve the psychological characteristics of the cadets in (JCAAPF).