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焦虑或抑郁等情绪障碍可以影响学生的学习效果以致造成学习困难。本研究应用Zung焦虑自评量表(SAS)和Zung抑郁自评量表(SDS)对门诊21名学习困难学生(其中男性13名,女性8名;年龄最小7岁,最大18岁)评价焦虑和抑郁程度,结果显示有18名学生存在不同程度的焦虑和抑郁,但尚未严重到可以诊断焦虑或抑郁症的程度,其中小学生6名,初中生5名,高中生7名。对上述学生在给予心理支持的同时予以选择性5羟色胺再摄取抑制剂(SSRI)抗抑郁药物和苯二氮卓类抗焦虑药物治疗一个月,并复测SAS及SDS,同时了解学生的学习情况。结果显示:全部学生均有不同程度的焦虑或抑郁改善,11名学生从原来的轻度抑郁转为正常,3名轻度抑郁的学生没有改变,但SDS得分下降;3名中度抑郁的学生2名转为正常,1名转为轻度抑郁;1名重度抑郁的学生转为正常;SAS的评分由原先的54.6±8.9降至39.4±2.6(P<0.05);18名学生的自信心、学习的动力亦有不同程度的增强,学习成绩相对提高。
Emotional disorders such as anxiety or depression can affect the learning outcomes of students and cause learning difficulties. In this study, 21 students with learning difficulties (13 males and 8 females; the youngest 7 years old and the oldest 18 years old) were evaluated for anxiety using the Zung Self-rating Anxiety Scale (SAS) and Zung Self-rating Depression Scale (SDS) And depression, the results showed that there are 18 students with varying degrees of anxiety and depression, but not yet serious enough to diagnose anxiety or depression, of which 6 were primary, 5 junior high school students, 7 high school students. The students were given psychological support at the same time selective serotonin reuptake inhibitor (SSRI) antidepressant drugs and benzodiazepine anti-anxiety drugs for one month, and retest SAS and SDS, and understand the learning situation of students . The results showed that all students had different degrees of anxiety or depression improved, 11 students changed from mild depression to normal, three mild depression students did not change, but the SDS score decreased; three moderate depression 2 to normal, 1 to mild depression; 1 major depression turned normal; SAS score decreased from 54.6 ± 8.9 to 39.4 ± 2.6 (P <0.05); 18 students’ self-confidence , Motivation to learn also have varying degrees of enhancement, relative improvement in academic performance.