聋校教师职业倦怠与心理健康关系的研究

目的探讨聋校教师职业倦怠与心理健康的关系.方法采用职业倦怠问卷(Maslach Burnout Inventory-Education Survey,MBI-ES)和症状自评量表(Symptom Checklist-90,SCL-90)对351名聋校教师进行测查.结果相关分析显示,聋校教师职业倦怠与心理健康呈显著正相关(P<0.01),人格解体与心理健康9个因子的相关最高;聋校教师职业倦怠的3个维度都进入了心理健康的回归方程,三者对心理健康都有正向预测作用,人格解体维度解释率最高(30.6%).结论聋校教师职业倦怠与心理健康存在显著的相关关系,职业倦怠各维度对心理健康有不同的预测作用.     

聋校课堂教学中交往情境模式的创设

笔者十分关注聋生运用语言进行交往的状况。在教学实践中,笔者发现在聋校课堂教学中创设一定的交往情境,引导聋生进行有效的沟通与交往,对于提高聋生的会话水平,培养聋生的沟通与交往能力有着重要的作用。本文将结合具体的教学活动,谈谈在课堂教学中创设交往情境的具体做法,以供参考。     

云南3所特教学校聋生临床资料分析

目的对云南3所特殊教育学校聋生人群进行系统性的耳聋临床资料分析,为开展耳聋基因的分子流行病学研究提供参考依据。方法了解聋生详细的耳聋病史;进行全身及耳鼻咽喉常规检查;进行纯音听阂测试及声导抗测试,了解聋生双耳听功能和中耳功能状况。结果聋生耳聋前有耳毒性药物用药史者占8．2％,有家族史者占19．5％,综合征性耳聋占5．3％,耳聋病因不明者亦占较大比例;汉族与非汉族聋生在综合征性耳聋和聋前用药史方面无显著差异,汉族聋生有家族史的比例高于非汉族聋生。结论云南省聋生可能的致聋原因有遗传性聋、药物性聋,但大部分聋生病因不明,尚需借助分子生物学理论和技术,从基因水平进行耳聋病因学的深入研究。。     

突发性聋患者的心理健康状况分析

目的 了解突发性聋患者的心理健康状况,为辅助治疗提供参考依据.方法 采用症状自评量表(SCL-90)对59例突发性聋患者进行调查,并与正常人常模进行比较.结果 本组突发性聋患者的SCL-90总分为137.60±42.38分,SCL-90 各因子得分普遍高于正常成人常模,其中躯体化、抑郁及恐怖得分与正常成人常模比较差异有统计学意义(P<0.05),焦虑、精神病性及阳性项目数得分与正常成人常模比较差异有显著统计学意义(P<0.01).结论 与正常成人常模比较,突发性聋患者心理健康状况整体较差,在躯体化、抑郁、焦虑、恐怖、精神病性各项因子上的负性情绪表现更为明显;对突发性聋患者在药物治疗的同时应辅以心理治疗,必要时辅以抗抑郁或抗焦虑药治疗.     

聋生心理健康教育的心得

任何年龄阶段的学生都有可能存在某种心理健康问题。所谓“心理健康”是指一种和谐的精神状态。听力障碍有可能给聋儿的心理健康发展带来负面影响。聋校教师如何对聋生进行心理健康教育．是当今特殊教育的一个热门话题。笔者根据个人的工作经验，略谈以下几点。[第一段]     

重度到极重度语后聋成年患者心理健康状态分析

目的　评价重度到极重度语后聋成年患者的心理健康水平,探讨该群体可能广泛存在的心理症状。方法 采用自陈测试的评估方法,利用90项症状清单（symptom check list 90,SCL-90）、焦虑自评量表（self-rating anxiety scale,SAS）、抑郁自评量表（self-rat ing depression scale,SDS）和交流恐惧自陈量表（personal repor t of communication apprehension,PRCA-24）对52例重度到极重度语后聋成年患者的心理健康水平进行评价。结果 SCL-90测评结果显示语后聋患者存在多种心理症状,其中“强迫、人际关系、抑郁、焦虑、敌对、恐怖、偏执和精神病性”八个因子分显著高于国内常模（P <0.01）。 SAS和SDS测评结果显示语后聋患者普遍存在负性情绪体验,其中46.15%（24/52）的报告存在焦虑体验,34.61%（18/52）的测试报告存在抑郁体验。PRCA-24测评结果显示语后聋患者存在明显交流恐惧（P <0.01）,检出中度以上交流恐惧45例（86.54%）,并且随着交流人数的增加交流恐惧程度明显加剧,公众交流场合最易导致耳聋者产生恐惧情绪。结论 语后聋成年患者普遍存在“人际敏感、焦虑、抑郁、交流恐惧“等多种心理症状,听力障碍对耳聋者身心健康造成的负面影响不容忽视,关心和维护耳聋群体的心理健康,减少或避免心理危机的发生和发展具有一定的现实意义。     

青年聋人对耳聋基因检测的态度

目的通过了解青年聋人对耳聋基因检测的态度,使遗传咨询工作者更全面的考虑到聋人的思想观念,提高遗传咨询工作的质量。方法来自昆明华夏中专和贵阳盲聋哑学校的124名青年聋生参加了此研究。在知情同意的基础上,每人独立完成一份包含6个问题的调查表。结果124名青年聋生中,57%(71/124)的聋生对自己目前的状态不满意,希望得到改善;60%(75/124)的聋生希望未来的配偶为听力正常者;85%(105/124)的聋生希望生育听力正常的后代;84%(104/124)的聋生对耳聋基因检测感兴趣,89%(110/124)的聋生愿意接受耳聋基因检测。结论绝大部分聋人对耳聋基因检测持积极态度。聋人对耳聋基因检测的态度对遗传咨询工作有重要的指导意义。     

181名聋校高中生听力语言康复相关情况调查报告

目的为了深入了解上海聋校高中生听力语言康复的相关情况,使聋校高中阶段教师更有针对性地进行听力语言康复教育工作。方法笔者设计了一份调查问卷,对上海市聋哑青年技术学校的181名在校学生进行了调查,分析了聋生接受听力语言康复训练的相关情况。结论①进入高中前接受过听力语言康复训练的聋生,在口语和看话能力等方面总体上比没接受过训练的聋生好。②聋校高中阶段应继续关注聋生听力语言康复教育工作,学校和家庭应努力创设随时随地使聋生受到影响、习得语言的语言学习环境。③教师需对聋生进行助听器正确使用、保养与维护知识的传授。④对于那些没有残余听力、康复效果不明显的聋生家长而言,应注重学习手语,以便于与孩子进行一般的沟通、交流。     

体育活动在培养聋生良好心理素质中的作用

体育活动可以促进社会认知,丰富健康情绪,锻炼意志品质。本文探讨了体育活动与聋生心理素质之间的关系,呼吁聋校重视体育活动对聋生良好心理素质的培养作用。     

聋生书面语言简单复句逻辑关系问题探究

本文采用案例研究方法,对收集到的聋生简单复句书面语料进行统计和分析,结果发现聋生简单复句逻辑关系存在大量缺失和错误.笔者对这些偏误产生的原因进行了探讨.并提出情境化教学、总结归纳关联词语等教学策略,以期为聋生简单复句教学提供参考和借鉴.     

聋人大学生心理健康状况调查研究

目的 了解聋人大学生的心理健康状况及其与健听大学生心理健康的差异.方法 采用调整后的症状自评量表对313名聋人大学生和358名健听大学生的心理健康状况进行调查,并对数据进行统计分析.结果 健听大学生的心理健康状况好于聋人大学生;与健听大学生不同,不同性别、不同年级的聋人大学生在心理健康各因子及总分上并未出现显著性差异.结论 需要对聋人大学生的心理健康进行系统性研究与辅导.     

听障初中学生同伴关系特点的调查研究

目的考察听障初中学生的同伴关系特点,探寻改善其同伴关系、促进其社会适应能力发展的教育建议。方法采用友谊质量．同伴交往感受问卷及同伴接纳社会评定法,对118名上海市聋校初中生的同伴交往情况进行调查,并与普通学校的90名健听初中生进行比较。结果听障初中生在客观上的友谊质量以及主观上的交往感受方面的得分都显著低于同龄健听学生。结论在进行同伴关系和社会适应能力的辅导中,要注意从主、客观两方面入手,不仅要提升听障初中学生的社交能力和技巧,还应该调整他们对同伴交往的感受,使之形成良性循环。     

聋校心理健康教育的现状分析及实施策略

随着新一轮基础教育课程改革的进一步深化，心理健康教育越来越被重视。对心理健康教育工作的重视从另一个侧面说明了目前在学校教育中学生所暴露出的心理问题已层出不穷。本文着重分析了目前聋校心理健康教育的现状，并提出了相应的实施策略。     

Problemy zdrowia psychicznego matek i ojców dzieci głuchych z implantem ślimakowym

Introduction

Child's deafness is a risk factor for the mental health of its parents. This study addresses a question whether mothers and fathers of the prelingually deaf children using cochlear implants (CI) experience a different intensity of psychopathology symptoms than parents of the hearing, typically developing children, and also if the intensity of those symptoms experienced by parents is related to how long their child is a cochlear implant user.

Material and methods

In this study participated 153 hearing parents of the deaf children using a single cochlear implant (111 mothers, 42 fathers), and parents of the hearing children. Mean age of deaf children was 72 months, cochlear implant use duration was between 1 and 124 months. The control group of parents has been selected taking into account their typically developing child's sex and age. The parents’ mental health has been assessed with Goldberg General Health Questionnaire GHQ-28 in Polish adaptation.

Results

Mothers of deaf, CI using children experience significantly more symptoms of anxiety and insomnia compared to the mothers of typically developing children, while fathers of these children show the tendency for the increased level of depression symptoms compared to the fathers from the control group. In the group of deaf CI children mothers relate substantially more somatic and anxiety symptoms than fathers, whereas level of experiencing depression symptoms and problems in everyday functioning is similar in mothers and fathers. No relation between the duration of child's CI use and parents’ mental health has been ascertained.

Conclusions

The mental health of parents of the deaf CI using children indicates that both mothers and fathers have problems in this sphere related to their child's deafness, but not to the duration of child's CI use. Parents of deaf, CI using children may need psychological help regardless of the time their child has been using the cochlear implant.     

聋校初中学生同伴交往情况的调查研究

目的了解聋校初中学生的同伴交往情况,探寻促进其社会交往能力发展的教育建议。方法采用自编问卷与结构式访谈调查118名上海市聋校初中生在交友范围、交友情况和交友观念三个方面的同伴交往情况,并与普通学校的健听初中生进行比较。结果聋校初中生表现出对听障人群体、对家庭和学校的较大依赖性。稚嫩的交友观念和浅层次交往行为之间形成互动。结论宜从友谊观念和交往能力两个方面入手改善聋校初中生的同伴交往情况,提升其社会适应能力。     

The School and the Emotional Development of the Deaf Adolescent

Our presentation discusses the emotional problems of the deaf adolescent as he leaves school and emphasizes particularly the role of the school in anticipating and helping to prevent the more serious of them. It is our thesis that like so many of the emotional problems of the deaf child, adolescent, and adult, these are caused as much by the isolation and interpersonal barriers set up by deafness from the cradle onward, as they are by the particular problems of language and thought process.

The problems of young deaf people settling into life situations may be considered in the frameworks of family adjustment, vocational adjustment, group adjustment, and adjustment to the larger society. These adjustments cannot suddenly take place on the day the deaf student leaves the school. In a retrospective study of deaf adults that we did some years ago, less than 20 percent during their school years had had the experience of dating other than in group situations. Their vocational preparation was marked by the fact that more than 16 percent of our population had left school before the age of 16 without graduating. Thirty percent of those interviewed had had no vocational plans at all at the time they left school and only 40 percent felt that their school training had been helpful in obtaining employment. After leaving school, the vast majority, almost 90 percent, performed some kind of manual labour; more than one half of them were skilled workers, but the rest were in the unskilled category.

During the years from three, four, five, or six, to sixteen, seventeen, eighteen, or nineteen, the schools have the task of repairing some of the psychological difficulties with which the deaf youngster goes through childhood, largely developing out of lack of communication in the earliest years. Anxiety and withdrawal result from feelings of abandonment and loneliness while destructive behaviour stems from the lack of outlets for restlessness and impulsive needs. These traits lead to further alienation of parents and other adults and the vicious cycle carries into the school years. Such a development may typically lead to important deficiencies by the later school years in the areas of social sense and feeling for others, as well as in the sense of self. Ordinarily, in adolescence, the hearing teenager revises and reintegrates his childhood problems by means of his increased cognitive capacities. These capacities may not be equally available to the deaf child and therefore he continues to have problems of handling power and strength, problems of conscience, problems of control and self-control. All of these considerations bear upon the self image of the deaf youngster and adolescent so that entry into the adult world is often marred by degraded self image, poor motivation, unrealistic aspirations — not only aspirations which are unrealistically high, but perhaps more damaging, aspirations which are unrealistically low.

There are a number of ways in which this state of confusion and unprepared-ness can be prevented during the school years. In our mental health program for the deaf in New York State, we have emphasized the school's role in working with parents, the place of cottage parents in the residential school, and the task of teachers. In the context of the need for paying particular attention to the social, sexual, and emotional development of the pupil, psychological and psychiatric consultations, and individual and group therapy may be used to spot trouble in the deviant cases and to develop group awareness, empathy, and social interaction in all of the students. Other needs that should be met are preparation for family living, for emerging from the nuclear family into a new family, and a smooth transition from the school to society. The roles of clubs, vocational rehabilitation agencies, and other helping groups, as well as the need for special schools for the severely disturbed and multiple handicapped are also be considered.

Résumé

Des problèmes émotionnels parfois sérieux peuvent se présenter chez des adolescents sourds à la sortie de l'école; nous pensons que le rôle de l'école dans leur prévention est des plus importants.

A notre avis, ces problèmes peuvent survenir autant à cause de l'isolement du sourd depuis sa naissance par rapport au milieu normal, que par suite du développement particulier de son langage et de sa pensée. L'école doit donc aider le sourd pour faciliter son adaptation à la vie d'adulte; elle doit y parvenir, si possible en collaboration avec les parents; une thérapeutique psychologique individuelle ou de groupe peut ětre utilisée; des clubs, des associations et pour les cas les plus graves des écoles spéciales, seront les bienvenus.