高雄醫學院學生輔導中心(以下簡稱本中心)為配合校園心理輔導工作之發展，著手以大學校園為一獨立社區進行心理疾病之預防工作。本中心採心理衛生三級預防的觀念，協調訓導處各組室，並結合醫學院特有之豐富醫療資源，建立一完整之學生輔導工作網絡。 為了早期發現有適應困擾的學生，提供危機調適或早期治療，本中心對80學年和81學年之大一新生施以身心生活適應問卷調查。問卷內容包括三大部分，第一部份是身體症狀調查與一般健康狀況之自我評量，第二部份是自我與社會資源評量，第三部份是心理症狀調查。調查結果發現80、81學年度新生身體症狀的發生數目比73、74學年度臺大新生為高;此外，如果把男、女生的資料分開統計，則男性新生在一般健康狀況的自我評量較女性新生為佳，而女性新生在心理症狀的嚴重值也高於男性新生。 整體而言，80、81學年度的調查結果還算一致。本中心將利用本研究的調查結果，針對新生進行追蹤輔導，文中進一步討論相關因素。

　　　　　The development of student counseling network is based on the concept of community mental health that include primary , secondary and tertiary prevention. The student counseling center screened newly admitted medical college students usingpsychosomatic adaptation questionnaires in 1991 and 1992. The questionnaires arecomprised of three parts: 1) General health condition and somatic symptoms, higherin the scores worse in condition; 2) Ego function and social support, lower in thescores worse in condition; 3) Psychological symptoms, higher in the scores worse incondition. The mean total scores of somatic symptoms showed significant differencebetween male (8.7 ± 5.8) and female (11.8 ± 6.2) (t=6.40. df=635, p < 0.01) in 1991.The mean total scores of somatic symptoms in 1992 showed no statistical significantdifferences between male (13.9 ± 8.8) and female (13.5 ± 7.0) (t=0.60, df=652, p >0.05). In comparisons between 1991 and 1992 showed that scores of somatic symptoms were higher in both male and female (p < 0.01). The first five ranked somaticsymptoms were acne, fatigue, cough, diarrhea and headache in both years. The meanscores of ego function and social support showed no significant differences (t=0.98,df=635, p>0.05) between 1991 male (99.5 ± 14.4) and female (98.3 ± 14.7) students.Male (98.7 ± 15.2) and female (100.6 ± 13.7) also showed no significant differences (p> 0.05) in 1992. Comparison between 1991 and 1992 that scores of ego function andsocial support showed no significant differences. The first five ranked ego functionand social support items were "I know that study is meaningful", "I know my goal ofstudy", "I can share with teachers, classmates and friends", "I like different activitiesand recreations", and "I can share with families" in both years. The mean totalscores of psychological symptoms showed significant difference between male (53.8 ±11.9) and female (57.5 ± 12.1) (t=3.77, df=635, p < 0.01) in 1991. The mean totalscores of psychological symptoms showed significant difference between male (54.4 ±11.8) and female (56.4 ± 12.1) (t=2.07, df=652, p < 0.05) in 1992. Comparisonsbetween years showed no significant differences in either sex. The first five rankedpsychological symptoms were "urgent of time", "neuroticism", "self-unsatisfied","feelings of upset" and "indecisiveness" in both years. Generally the data showedthat male students scored less somatic and psychological symptoms than female butnot ego function and social support. The relationships of somatic and psychologicalsymptoms and ego & social function will be discussed.