学龄双生子儿童心理行为问题及其影响因素

目的探讨影响学龄双生子儿童心理行为问题的因素,为减少其心理行为问题的发生提供依据。方法采用Achenbach儿童行为量表(CBCL)对内蒙古呼和浩特市147对6~12岁学龄双生子心理行为问题进行调查,运用家庭亲密度与适应性量表(FACESⅡ-CV)和家庭一般情况问卷了解儿童生活环境因素。结果学龄双生子心理行为问题检出率为24.1%,单项行为问题中思维问题检出率(15.3%)最高,身体不适检出率(3.4%)最低。多因素logistic回归分析显示,是否足月产对退缩行为的发生及CBCL总粗分有显著影响(P0.05),气质类型对思维问题的发生及心理行为问题总检出率有显著影响(P0.05),父亲生育年龄对思维问题的发生有显著影响(P0.05),家庭亲密度对违纪行为的发生有显著影响(P0.05),家庭适应性对思维问题的发生有显著影响(P0.05),家庭教养方式对社会化问题的发生有显著影响(P0.05)。结论儿童气质类型、是否足月产、父亲生育年龄、家庭亲密度、适应性及教养方式是影响学龄双生子心理行为问题的主要因素。

Psychological and behavioral problems and related influencing factors in school-age twins

Objective To investigate the influencing factors for psychological and behavioral problems in schoolage twins and to provide a basis for reducing the incidence of these problems. Methods The psychological and behavioral problems were assessed in 147 pairs of twins aged 6-12 years in Huhhot, China, using the Achenbach Child Behavior Checklist (CBCL). The Family Adaptability and Cohesion Evaluation Scales and Family General Condition Questionnaire were used to collect data. Results The overall detection rate of psychological and behavioral problems in these children was 24.1%; the detection rate of thought problems (15.3%) was the highest, and the detection rate of physical discomforts (3.4%) was the lowest. According to the multiple logistic regression analysis, full-term birth or not was significantly associated with withdrawn behavior and total score on the CBCL (P<0.05); temperament type was significantly associated with thought problems and overall detection rate of psychological and behavioral problems (P<0.05); father''s child-bearing age was significantly associated with thought problems (P<0.05); family cohesion was significantly associated with discipline violation (P<0.05); family adaptability was significantly associated with thought problems (P<0.05); family rearing patterns were significantly associated with socialization problems (P<0.05). Conclusions Children''s temperament type, full-term birth or not, father''s child-bearing age, family cohesion, family adaptability, and family rearing patterns are the main influencing factors for the psychological and behavioral problems in school-age twins.