体育活动对智力落后儿童智力影响的研究进展

在特殊教育领域中，体育可发挥健身和健心功能，提高智力落后学生的自理能力和社会适应能力。本文作者对国内外有关体育活动对智力落后儿童智力影响方面的研究进行综述，并在此基础上提出未来的研究方向和前景展望。     

智力落后患儿的早期干预

目的：观察临床护士参与对智力落后患儿行早期行为干预治疗的效果。方法：108例智力落后患儿分为观察组53例和对照组55例,均接受常规康复治疗。观察组增加由康复科护士参加的针对大运动、精细动作、语言和认知等方面的早期行为干预治疗。结果：治疗6个月后,观察组患儿Gesell儿童发展量表各分领域评分均较对照组明显提高（P〈0.05,0.01）。结论：早期干预对提高智力落后患儿智能发育有明显促进作用,值得在临床推广应用。     

积极心理学视角下护士主观幸福感与人格特征关系的研究

目的 调查护士的主观幸福感现状与人格特征,探讨二者之间的相关性,从积极心理学的角度出发为管理者实行人性化管理,为提高护士幸福感提供依据.方法 采用便利抽样的方法,使用一般情况调查表、总体幸福感量表和艾森克人格问卷简式量表中国版对中山市某医院190名护士进行调查,并对调查结果进行分析.结果 护士总体幸福感男性平均（54.91±9.18）分,低于国内常模,男女护士幸福感比较差异有统计学意义.不同婚姻状况护士情绪稳定性比较差异有统计学意义.对护士主观幸福感与人格特征进行多元逐步回归分析后发现存在显著因果关系.结论 护士幸福感低于国内常模,男性护士幸福感低于女性,已婚护士情绪不稳定性高于未婚护士,护士的人格特征是影响其幸福感的重要因素,管理者应在积极心理学的指导下,关注护士人格特征,提升护士幸福感,提高护士心理健康水平.     

积极心理学视角下精神科护士主观幸福感与人格特征的相关性

目的从积极心理学的角度出发,探讨精神科主观幸福感与人格特征的关系,以期为提高护士的主观幸福感提供理论依据。方法采用一般调查问卷、总体幸福感量表及大五人格问卷对山东省精神卫生中心的205名护士进行问卷调查。结果精神科护士的主观幸福感得分为(76.50±13.33)分,不同性别护士主观幸福感比较差异有统计学意义(P<0.05)。对护士主观幸福感和人格特征进行多元逐步回归分析发现存在显著的相关关系。结论精神科护士的主观幸福感处于中等水平。人格特征神经质维度是影响精神科护士的主观幸福感的主要因素。医院管理者应在积极心理学的指导下,以人为本,实行人性化管理,努力打造人文关怀,进而提高护士的主观幸福感现状。     

积极心理学在护理领域的应用进展

<正>积极心理学是更加关注人的优秀品质和美好心灵,致力于研究普通人如何在良好的条件下更好地发展、生活的学科[1]。众多研究表明,积极心理学对于促进人的心理健康发展、提升幸福感有着重要意义[2-4]。在当今的社会形势下,我国护理工作者在执业过程中面临着严峻的工作压力,他们的心理健康状态亟待关注。本文在查阅相关文献的基础上,综述了目前积极心理学在护理临床实践、护理管理、护理教育等护理领域中的应用现状,总结积极心理学在护理领域的应     

智力落后定义的演变及其启示

回顾了美国智力落后学会关于“智力落后”定义第5～10版的演变,分析了定义中3个方面的变化:对智力功能低下的界定、对“发育阶段”的年龄界定以及对适应行为的诠释。特别提出自1992年(第9版)起,AAMR对适应行为进行了新的解释,同时,也提出了新的评价体系与评价标准,突出显示了其功能性的导向以及生态学的观点,强调能力、环境以及支持系统之间的相互作用,由过去的“缺陷模式”转为“支持模式”。2002年(第10版)的定义则保持了功能性和生态学的观点并加入了对于智力落后条件的多元化的理解以及改善的变化,提出了多重分类系统并存的必要性与可能性。最后,结合中国目前的状况,提出了关于智力落后定义、诊断、分类以及干预方面的不足与建议。     

智力落后患儿实施早期感觉统合训练前后智力发育的比较

目的探讨早期感觉统合训练对智力落后患儿智力发育的影响。方法将6~18个月的69例智力落后患儿,采用自行编制的训练课程进行早期感觉统合训练,疗效评估采用Gesell发育量表中适应性发展商数(development quotient,DQ)进行评价。结果训练后显效38例,有效20例,无效11例,总有效率为84.1%;训练后DQ适应性由(66.8±12.58)分提高至(79.5±16.84)分,差异有统计学意义(P<0.05)。结论早期感觉统合训练可有效提高智力落后患儿的智力水平。     

积极心理学的临床研究与应用

积极心理学（Positive Psychology）是20世纪末在美国兴起的一个心理学思潮,由美国当代心理学家Seligman倡导,“是致力于研究人的力量与美德的科学”,对积极的主观体验、积极的个体特征及促进它们发展的制度体系开展科学研究。Seligman认为积极心理学与传统临床心理学存在一种互补关系。积极心理学的临床研究受到众多心理学家的关注,基于积极心理学所建立的临床体系已得到广泛应用,并且建立了积极心理学取向的病因学、诊断系统和干预体系。本文从积极心理学的一般内容出发,对其临床体系及干预实践介绍如下。     

观察应用积极心理学理论为精神分裂症患者实施康复护理的效果

目的 探究精神分裂症患者康复护理中应用积极心理学理论的效果.方法 选取2019年6月至2020年6月本院收治的精神分裂患者60例为研究对象,采用双盲双模拟法,分为对照组和观察组,各30例,对照组采用传统康复护理方法,观察组采用积极心理学理论,比较两组康复效果.结果 护理后4w、8w、12wHEIQ评分、SRHMS评分观...     

基于积极心理学的心理护理干预对糖尿病患者主观幸福感和自我效能的效果研究

目的探讨积极心理学提高糖尿病患者的主观幸福感和自我效能的应用效果。方法成立心理干预小组,制订4个阶段训练计划并在患者入院至整个住院期间实施基于积极心理学的心理护理训练方案;干预前及干预结束后对两组患者运用总体幸福感量表和慢性病自我效能量表进行调查。结果干预组主观幸福感总分和自我效能总分得分均明显高于对照组(P0.01或P0.05)。结论积极心理学为基础的心理护理干预能提高患者的主观幸福感和自我效能。     

智力残疾的适应性行为评估

适应性行为评估是智力残疾诊断与干预的必要依据。适应性行为的概念至今仍未有统一的观点，AAMR（2002）认为，适应性行为指的是概念、社会和应用3方面的技能，它的限制会影响个体的日常生活运作，进而影响其生活适应。对适应性行为进行评估的方法主要有测验法、行为观察法、功能性评估、生活质量评估和社会技能测量。无论使用什么方法进行评估，都应当以改善智力残疾个体现有状况为目的，考虑到各种评估方法的局限性，对智力残疾个体宜进行全面评估。     

智力残疾青少年生活技能训练

生活技能的掌握对于促进智力残疾人适应性行为的发展很有帮助,而青春期则是对生活技能进行系统训练的关键时期。生活技能训练应主要从独立生活、寻找并维持工作以及沟通与参与3方面展开,以提高智力残疾青少年的日常生活技能、个人与社会技能、工作技能、人际沟通技能和社会参与技能。为确保有效性,训练的实施应遵循标准的训练程序,选择恰当的训练策略和训练情景。     

Chinese Children's Attitudes Toward Mental Retardation

The present study aimed to: (1) examine Chinese children's attitudes toward mental retardation, (2) investigate cross-cultural similarities or differences in these attitudes, and (3) extend the use of Western-attitude questionnaires to Chinese samples. The present study included 489 Chinese children (265 boys and 224 girls), aged from 4 to 15 years. Results showed that Chinese children demonstrated favorable attitudes toward mental retardation and school integration. Gender effect was not as robust as noted in previous Western research. As compared to older children in primary and secondary schools, younger children in kindergarten, tended to show the most positive attitudes toward mental retardation. Cross-cultural differences were also found between the present sample and an Irish sample (Gash, 1993) in sharing social activities, showing social concern, and accepting school integration of children with mental retardation. The present findings also suggested that it is feasible to extend the attitude questionnaire designed for use in the Western countries to Chinese children, albeit with slight modification and attention to cultural relevance.     

New Definition of Mental Retardation for the American Association of Mental Retardation

Purpose: To describe the new definition of mental retardation developed by the American Association of Mental Retardation (AAMR) published in 1992. The previous definition was based on a deficiency model that identified "subaverage intelligence" using an intelligence quotient (IQ) score equal to or less than 70. The new definition places greater emphasis on adaptive skills and environmental support needs.
Scope: Defining mental retardation according to AAMR criteria reflects a significant paradigm shift from an absolute trait to a functional conception. The new definition is dynamic, attends to context, is inherently holistic—and, therefore—closely aligned with nursing theory. Diagnosis is a three-step process by which functional strengths and weaknesses are identified along 4 dimensions and 10 adaptive-skill areas. Identification of needed supports is incorporated within the three-step process.
Conclusions: Nurses can enhance holistic care by working to have AAMR's new definition adopted by government legislators and administrators of state and county agencies that provide mental-retardation services. Nurses should become active participants as interdisciplinary diagnostic team members as well as case managers. Nurse researchers and educators can contribute toward further developing AAMR's definition by standardizing assessment instruments, working to make diagnostic procedures more user-friendly, and researching the construct validity of adaptive-skill areas. Finally, nurses should help legislators and policy makers understand the sociocultural ramifications of AAMR's new definition.     

Toward an Assessment of Suitability of People with Mental Retardation for Cognitive Therapy

Forty people with mild mental retardation completed five tasks which assessed progressively their ability to identify emotions, link emotions to situations, and select either an emotion given a situation and evaluative belief, or an evaluative belief given a situation and emotion. Fewer people passed tasks including a belief than tasks assessing only an event–emotion link. Tasks involving a belief were more difficult if the belief and emotion were incongruent with the situation. We conclude that people with mild mental retardation may commonly have certain requisite skills to use cognitive therapy, yet many may require preparatory training to grasp the concept of cognitive mediation.     

弱智儿童如厕训练浅谈

本文从训练的时机、原则、方法及不当便溺的处理四个方面,对弱智儿童的如厕训练相关问题作一介绍,希望能对弱智儿童康复工作者有所帮助。     

Health Disparities and Mental Retardation

Purpose: To identify health care needs and the availability and accessibility of health care services for people with mental retardation (MR).
Methods: Review of the literature on health disparities and mental retardation was performed using MEDLINE, PubMed, the Cumulative Index to Nursing & Allied Health Literature (CINAHL), and PsycInfo from 1992 to 2002.
Findings: Deficiencies in care identified in the literature included general health screening and care for physical symptoms, mental health, women's care, dental services, health maintenance, and prevention.
Conclusions: Disparities in health care place people with MR at high risk for morbidity and premature mortality.     

A Descriptive Study of Pica Behavior in Persons with Mental Retardation

Individual variables of 45 persons residing in an institutional setting who displayed pica behavior were studied. Included in the analysis were the demographics of the sample, the types of materials being ingested, the sample's psychiatric diagnoses, and social skills deficits in persons with pica. Pica was prevalent in all age ranges of lower functioning clients with mental retardation. Furthermore, subjects in the study engaged in pica for predominantly nonsocial reasons (automatic reinforcement). Persons who displayed the mental disorders of pica, autism, and stereotypic movement disorder were more likely to exhibit pica. Implications of these results are discussed.     

精神发育迟滞儿童的母亲的心理健康与家庭环境的关系

目的探讨精神发育迟滞（MR）儿童的母亲心理健康状况与家庭环境因素的关系,为有针对性采取干预措施提供一些依据。方法采用症状自评量表（SCL-90）、家庭环境量表中文版和自编的一般状况调查表对263名MR儿童的母亲进行调查,并以同年龄、同性别的的正常儿童的母亲进行1∶1配对对照,母亲婚姻状况、文化程度匹配,年龄和家庭经济状况基本匹配。结果MR儿童的母亲SCL-90中除恐怖因子外其他因子均明显高于对照组儿童的母亲（P〈0.01）;躯体化、抑郁、焦虑、敌对、恐怖和精神病性等因子均明显高于常模（P〈0.01）。MR儿童的家庭环境量表中亲密度、情感表达、成功性、知识性、娱乐性、道德宗教观、组织性、控制性等8个分量表评分均低于对照组儿童的家庭,矛盾性评分高于对照组（均P〈0.05）。MR儿童的母亲SCL-90各因子与家庭环境量表中亲密度、情感表达、矛盾性、娱乐性、组织性均相关,知识性部分相关。结论MR儿童的母亲心理健康问题突出,和家庭环境密切相关,MR儿童的家庭可能存在支持系统不良的情况。