论文部分内容阅读
【目的】探讨学龄前儿童行为问题与家庭环境之间的关系,以期为儿童心理行为问题的干预对策提供流行病学依据。【方法】采用简易版Conners行为问卷和家庭环境量表中文版(FES-CV)对中山市石岐区4间幼儿园152名儿童的行为问题及其家庭环境进行调查。根据Conners得分≥15分阳性为行为异常组、<15分为阴性行为正常组。【结果】共筛选出行为异常儿童30例、正常对照儿童122例,行为异常组及正常组儿童家庭在成功性维度之外的其他九个维度差异均有统计学意义(P<0.05)。行为异常组在矛盾性和独立性维度的得分明显高于正常组(P<0.05),而在亲密度、情感表达、知识性、娱乐性、道德宗教观、组织性及控制性维度的得分则明显低于正常组(P<0.05)。【结论】学龄前儿童行为问题与家庭环境关系密切,应予以充分重视。
【Objective】 To explore the relationship between behavior problems of pre-school children and family environment, with a view to providing epidemiological basis for the intervention of children’s psychological behavior problems. 【Methods】 A total of 152 children from 4 kindergartens in Shiqi District of Zhongshan City were investigated with FES-CV questionnaire and Family Environment Scale (FES-CV). According to Conners score ≥ 15 points positive for behavioral abnormalities group, <15 points for the negative behavior of the normal group. 【Results】 Thirty children with abnormal behavior were screened out, 122 cases were normal control children, and the other nine dimensions of behavioral abnormalities and normal children were statistically different (P <0.05). The score of ambivalence and independence in behavioral disorders group was significantly higher than that in normal group (P <0.05), while the scores of intimacy, emotional expression, knowledge, entertainment, morality and religion, organizational and control dimensions Significantly lower than the normal group (P <0.05). 【Conclusion】 The behavior problems of preschool children are closely related to the family environment and should be given full consideration.