日记式心理教育在精神分裂症患者情绪管理中的应用

目的 探讨日记式心理教育在住院精神分裂症患者情绪管理中的应用效果。方法 选择2017年12月至2018年6月在南京某三甲精神病专科医院,精神二科两个同期同质的男病区住院治疗的精神分裂症患者60例,分为实验组和对照组,每组各30例。对照组采用精神科常规护理干预方法,实验组在常规护理干预方法的基础上行日记式心理教育。比较两组患者干预前后简易应对方式问卷(SCSQ)、多伦多述情障碍量表(TAS)变化情况。结果 干预后,两组SCSQ总得分均明显升高,积极应对分显著增加,消极应对分下降,且实验组与对照组相比具有明显差异(P＜0.05)。两组TAS得分均明显降低,且实验组明显低于对照组,差异具有统计学意义(P＜0.05)。随访3个月,实验组患者均坚持完成日记书写。对两组行SCSQ、TAS检测评分比较,实验组与对照组相比差异具有统计学意义(P＜0.05)。 结论 采用日记式心理教育能够有效帮助精神分裂症患者体验、表达情绪,改变消极应对方式,提高情绪管理能力。

Application of Diary Psychological Education in Emotional Management of Patients with Schizophrenia

Objective To explore the application effect of diary psychological education in emotional management of patients with schizophrenia. Methods From December 2017 to June 2018, 60 patients with schizophrenia who were hospitalized in two men"s wards in the same period in the Third Class of Psychiatric Hospital in Nanjing, were divided into experimental group and control group.Each group has 30 cases. The control group used the psychiatric routine nursing intervention method, and the experimental group used diary style psychological education which was based on the routine nursing intervention method. The changes of the simple coping style questionnaire (SCSQ) and the Toronto Adolescent Disorder Scale (TAS) before and after intervention were compared between the two groups. Results After the intervention, the total scores of SCSQ in the two groups were significantly increased, the positive response scores increased significantly, and the negative response scores decreased, and the experimental group had significant difference compared with the control group (P<0.05). The TAS scores of the two groups were significantly lower, and the experimental group was significantly lower than the control group, the difference was statistically significant (P<0.05). After 3 months of follow-up, the patients in the experimental group insisted on completing the diary writing. The scores of SCSQ and TAS were compared between the two groups. The difference between the experimental group and the control group was statistically significant (P<0.05). Conclusion Diary style psychological education can effectively help patients with schizophrenia to express and experience emotions, change negative coping styles and improve emotional management skills.