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目的了解哮喘患儿的心理学特点,探讨整合性心理治疗对哮喘疗效影响。方法采用个性测试问卷(艾森克个性问卷儿童手册EPQ)、行为量表(Conners父母用量表)、焦虑自评量表(SAS)对哮喘患儿79例和健康对照儿童45例进行个性、行为及焦虑情绪的心理测试;采用随机对照方法,将哮喘患儿分为干预和非干预组均进行规范治疗,干预组同时进行团体整合性心理治疗,每2周1次。3个月后二组患儿重新填写以上量表,进行疗效判断和肺功能检查。结果哮喘患儿SAS标准分、精神稳定性(EPQ-N分)、因子Ⅱ~Ⅴ得分明显高于健康对照组,差异有显著性(Pa<0.001)。干预组治疗前后SAS标准分、N分及因子Ⅱ~Ⅴ得分均明显下降(Pa<0.05),而非干预组上述指标无明显变化(Pa>0.05)。干预组肺功能各项指标增加值与非干预组比较差异显著(Pa<0.001)。结论哮喘儿童情绪不稳定,存在着学习问题、心身问题和焦虑。整合性心理治疗能明显改善患儿情绪障碍、躯体症状和肺功能,是一种有效的辅助治疗方法。
Objective To understand the psychological characteristics of children with asthma and explore the impact of integrated psychotherapy on the efficacy of asthma. Methods Personality test questionnaire (EPQ), Behavior Scale (Conners Parents Scale) and Self-rating Anxiety Scale (SAS) were used to evaluate the personality and behavior of 79 asthmatic children and 45 healthy children And psychological tests of anxiety; randomized controlled trials were divided into intervention and non-intervention groups were given standardized treatment of asthma in children, the intervention group at the same time group integrated psychotherapy, once every two weeks. Three months later, the two groups of children re-filled the above scale, to determine the efficacy and pulmonary function tests. Results SAS score, EPQ-N score and factor Ⅱ ~ Ⅴ score of asthmatic children were significantly higher than those of healthy controls (P <0.001). SAS score, N score and factor Ⅱ ~ Ⅴ score decreased significantly (P <0.05) in intervention group before and after treatment, while those in non-intervention group had no significant change (Pa> 0.05). There was significant difference between the intervention group and the non-intervention group (P <0.001). Conclusion Children with asthma have unstable emotions, learning problems, psychosomatic problems and anxiety. Integrated psychotherapy can significantly improve children with emotional disorders, somatic symptoms and lung function, is an effective adjuvant therapy.