日记式心理教育对青少年抑郁症患者负性情绪和应对方式影响

摘要：目的 探讨日记式心理教育对青少年抑郁症患者负性情绪及不良应对方式的影响。方法 使用便利抽样法选取2018年4月－2019年8月在淮安市某医院住院治疗的120例青少年抑郁症患者为研究对象。采用计算机生成的随机数字将研究对象分为对照组（n=60），干预组（n=60），对照组给予药物治疗及常规护理，包括病情观察、日常生活指导、工娱疗康复活动、心理护理及出院随访；干预组在对照组基础上给予日记式心理教育，包括成立干预小组培训干预人员、优化日记书写格式方便患者撰写、及时进行患者负性情绪疏导和不良应对方式调整等针对性个体化健康指导实施递进式日记式心理干预。采用焦虑自评量表、抑郁自评量表、简易应对方式量表，比较两组患者在干预前、干预6周、干预6个月后的焦虑、抑郁情绪及应对方式情况。结果 干预6周及干预6个月后，干预组的焦虑自评量表和抑郁自评量表评分明显低于对照组（P<0.01），干预组的简易应对方式量表的积极应对评分高于对照组，消极应对评分低于对照组（P<0.01）。结论 对青少年抑郁症患者采取日记式心理教育干预，可以有效改善患者焦虑和抑郁情绪，提高患者的积极应对方式，促进患者维持病情稳定，减少复发。

The influence of diary psychological education on negative emotions and coping styles in adolescents with depression

Abstract: Objective To investigate the effect of diary psychoeducation on negative emotions and adverse coping styles in adolescents with depression.Methods Using convenience sampling method, 120 adolescent depression patients who were hospitalized in a hospital in Huai''an City from April 2018 to August 2019 were selected as the research objects. Computer-generated random numbers were used to divide the research subjects into control group (n=60) and intervention group (n=60). Psychological nursing and discharge follow-up; the intervention group was given diary-style psychological education on the basis of the control group, including setting up an intervention group to train intervention personnel, optimizing the diary writing format to facilitate patient writing, timely counseling patients on negative emotions and adjusting adverse coping styles. Individualized health guidance implements progressive diary psychological intervention.Self-rating Anxiety Scale(SAS),Self-rating Depression Scale(SDS) and Simplified Coping Style Questionnaire(SCSQ)were used to compare the anxiety, depression and coping styles of the two groups of patients before the intervention, 6 weeks after the intervention and 6 months after the intervention.Results After 6 weeks of intervention and 6 months of intervention, compared with control group, the SDS and SAS scores of intervention group are significantly lower (P<0.01) . and the positive coping score of SCSQ in the intervention group was higher than the control group, meanwhile the negative coping score of SCSQ in the intervention group was lower than in the control group (P<0.01).Conclusion Diary psychoeducation intervention for adolescents with depression can effectively improve anxiety, depression and positive coping style of the patients, promote the patients to maintain the stability of the disease and reduce the recurrence.