单纯性肥胖儿童自我意识水平、社会适应能力与行为问题研究

本文采用 Piers-Harris 儿童自我意识量表与 Achenbach 儿童行为调查表对50名7—11岁单纯性肥胖儿童及50名正常对照儿童的自我意识水平、社会适应能力和行为问题进行了研究,结果表明单纯性肥胖儿童有自我意识受损,自我评价差,突出表现为幸福与满足感差。随着肥胖程度的加重,男性儿童内向性、抑郁性及分裂样行为问题增多,社会适应能力降低,提示对单纯性肥胖儿童有必要进行心理干预。     

浅谈南京市六合区学龄前儿童肥胖控制

随着社会经济的发展,人民生活水平的提高,我国儿童单纯性肥胖的发生率呈现上升的趋势,儿童肥胖已成为一个社会普遍关注的公共健康问题。众所周知,儿童肥胖不仅会造成社会适应能力、活动能力、社交能力等各种行为问题,而且极易延续到成年期。在儿童肥胖中有40%~70%可发展为成人肥胖症,并可增加成年期心血管疾病、高脂血症、高血压等代谢性疾病的发病风险。托幼机构的儿童正处于学龄前期,是个性发展的初始阶段,有研究表明,学龄前期是儿童肥胖控制的关键时期。本文通过参考目前国内儿童肥胖控制研究方法,结合本地区2006~2010年集体儿童报表肥胖发生率情况,探讨适合本地学龄前儿童单纯性肥胖控制的可行性方法。     

单纯性肥胖儿童的Achenbach行为量表调查

近年来由于社会的发展，生活节奏加快，人们的生活方式、饮食行为及饮食结构发生了极大的变化，加之体育锻炼的减少，使儿童肥胖的发生率呈逐年增加的趋势，严重威胁着儿童乃至成人后身体健康。儿童单纯性肥胖是一种心身疾病，它的发生和发展与儿童心理行为有关踊。     

大连市学龄前儿童肥胖流行病学调查

目的了解大连市学龄前儿童单纯性肥胖症流行情况,提出干预措施。方法随机整群抽样方法,对大连市28所托幼机构5637名3-6岁儿童,以身高别体重法进行肥胖的诊断与分度。结果 3-6岁儿童单纯性肥胖症发病率为8.78%,男童11.38%、女童5.94%,二者有显著性差异（P〈0.01）;各年龄组儿童肥胖发生率有显著差异（P〈0.01）,6岁组检出率最高。结论广泛进行家庭和托幼机构营养教育,及早矫正促进儿童肥胖产生的基线行为,对儿童生长环境中造成肥胖的主要危险因素早期干预,是控制儿童肥胖行为延伸导致成年期肥胖及慢性病发生的重要措施。     

小儿单纯肥胖症对心血管系统的影响—附34例分析

为探讨小儿单纯性肥胖对心血管的影响，本组对34例单纯性肥胖儿童（男18名、女16名）及健康儿童（对照组）对身高、体重、皮下脂防、血压、血脂进行检测。肥胖儿童高血压发生率为20．5％、高血脂发生率为17．6％，有以上合并症的肥胖儿童其平均度脂厚度均明显高于对照组和单纯性肥胖组，且血压和皮脂厚度呈明显正相关。肥胖程度越大者血脂越高。TC、TG、LDL－C和HDL2－C均值明显高于和低于对照组，两者P＜0．001肥胖儿动脉硬化指数（AI）和HDL／TC比值，分别高于和低于对照组（P＜0.001）。提示肥胖是引起高血压、高脂血症发病原因之一。所以，探讨儿童肥胖与高血压、高血脂症相关因素及防治问题对预防成年期动脉硬化具有很大意义。     

小儿单纯肥胖症对心血管系统的影响

为探讨小儿单纯性肥胖对心血管的影响，本组对３４例单纯性肥胖儿童及健康儿童对身高，体重，皮下脂肪，血压，血脂进行检测。肥胖儿童高血压发生率为２０．５％，高血脂发生率为１７．６％，有以上合并症的肥胖儿童其平均皮脂厚度均明显高于对照组和单纯性肥胖组，且血压和皮脂厚度呈明显正相关。     

单纯性肥胖儿童智力与个性调查

采用韦克斯勒儿童智力量表（ＷＩＳＣ－Ｒ）对１０２对单纯性肥胖儿童（男６５，女３７，年龄６～１３岁）及其对照进行了智商测定。其中８５对（男５６．女２９，年龄８～１３岁）同时进行了儿童艾森克人格问卷（ＥＰＱ＜Ｊ＞）评定。结果显示，在智力上重度肥胖儿童的操作智商低于对照（积木，拼图，择码三个量表分低）；在个性上重度肥胖儿童的Ｐ分量表分高于对照。提示重度单纯性肥胖对儿童的智力和个性发育有不良影响，对轻、中度肥胖则影响不显著。     

行为疗法在肥胖儿童中的应用

行为疗法在肥胖儿童中的应用首都儿科研究所蒋竞雄综述北京市儿科研究所丁宗一审校儿童单纯性肥胖症在世界各地较为普遍，其发生率呈逐年上升的趋势。儿童单纯性肥胖症作为成人期心血管疾病的危险因素已受到社会的关注［１］，肥胖对健康造成的损害，不仅在儿童期有所体现...     

单纯性肥胖儿童行为问题配对研究

儿童单纯性肥胖症近年来呈上升的趋势[1] ,已成为医学界和家长们关心的问题。肥胖不仅对身体健康构成威胁 ,且严重引起儿童心理损害[2 ] 。本研究对武汉市城区 4所小学和幼儿园 345 0名儿童进行了有关单纯性肥胖儿童心理行为调查 ,旨在了解肥胖儿童心理行为影响因素 ,为进一步制定干预措施提供依据。1　对象与方法1.1　对象按照ＷＨＯ身高标准体重制定肥胖标准 :超重—体重超过标准值的 15 %～ 19% ;轻度肥胖—体重超过标准值的 2 0 %～ 2 9% ;中度肥胖—体重超过标准值的 30 %～ 4 9% ;重度肥胖—体重超过标准值的5 0 %以上。除外内分泌、…     

儿童肥胖症的综合干预研究

本文以３３例１２－１４岁的青春前期单纯性肥胖儿童为治疗组，另设同性别、同年龄的肥胖对照组２９例和正常体重对照组３２例作对比研究。治疗前对三组儿童均进行体格测量及生化检测，只对肥胖治疗组儿童进行综合性干预，包括家庭行为疗法、饮食指导和运动训练，为肥胖儿童制定减肥计划，内含中介行为、目标行为、奖惩手段、制约方法等，由专业人员定期家访指导，学校老师监督执行。经过二年的治疗观察，肥胖治疗组儿童肥胖度明显下降，身高的增长与正常对照组儿童一致，接受治疗的肥胖儿童血压、总胆固醇、甘油三酯、体脂含量均有不同程度的降低，不良饮食、运动行为得到不同程度的矫正，体育成绩提高，热卡摄入量比治疗前有所减少，而肥胖对照组儿童上述各指标无明显变化。     

Behavior Problems of Obese Children Enrolling in a Weight Reduction Program

The mothers of 50 children enrolling in a behavioral weightreduction program completed Achenbach's (1978) Child BehaviorChecklist prior to any intervention. Examination of the behaviorproblem and social competence scores of these children suggestthat they are experiencing difficulties to a greater degreethan the general population but to a lesser extent than childrenreferred to psychological/psychiatric clinics. Social withdrawalfor boys and somatic complaints for girls seem to be particularlyproblematic. The relationship of both degree of overweight andsocial stigmatization to behavior problems among obese childrenremains unclear.     

Children With Chronic Physical Disorders: Maternal Reports of Their Psychological Adjustment

Advances in biomedical science have resulted in dramatic improvementsin the medical care of chronically ill and handicapped children.Past measurement problems have resulted in a lack of clarityregarding the psychological adjustment of these children. Themothers of 270 chronically ill and handicapped children wereadministered the Child Behavior Checklist in an attempt to identifypatterns of behavioral functioning across six pediatric chronicdisorders: juvenile diabetes, spina bifida, hemophilia, chronicobesity, juvenile rheumatoid arthritis, and cerebral palsy.In general, it was found that children in all chronic disordergroups were perceived by their mothers as evidencing on theaverage more behavioral and social competence problems thanexpected based on norms for children in general. However, theirbehavioral and social adjustment was reported as better thanthat of a normative sample of children referred to mental healthclinics. There were essentially no differences between childrenwith different chronic disorders in terms of behavior problemsand social competence. The results were taken to support theview that these children were as a group at risk for adjustmentproblems. They were also discussed in terms of the noncategorialapproach, which suggests that similar psychosocial challengesare faced across pediatric chronic physical disorders.     

Psychosocial adjustment in juvenile arthritis.

Psychosocial adjustment in 102 children with arthritis, ages 4-16, and their families was assessed by parents, who completed the Child Behavior Checklist (CBCL) and Profile of Mood States (POMS). On average, parental distress (POMS) was lower than reference norms. POMS distress was correlated with children's behavioral problems (r = .41) but not with children's social competence (r = .15). General linear models explained 25% of the variance in CBCL behavioral problem scores. Older age was associated with more behavior problems in males, but not females. Disease severity and disease activity were also associated with behavioral problems. Although 27% of the variance in CBCL social competence could be explained, no single predictor variable was especially strong. Poorer social competence was associated with older age and shorter disease duration. Teenagers, especially those with recent onset and those with mild disease activity, may be at increased risk for psychosocial maladjustment.     

Changing contexts? The effects of a primary prevention program on classroom levels of peer relational and physical victimization

Whereas school‐based prevention programs often target deficits in individual children's social skills in order to limit their aggression or exposure to peer victimization, there is increasing evidence that school‐wide and classroom‐level factors can also affect the success of these programs. This short‐term longitudinal study involved 432 elementary school students from 44 classrooms in 17 urban schools. We investigated whether classroom characteristics (average levels of social competence, emotional problems, and behavioral problems) and school‐wide characteristics (proportion of children on income assistance and implementation of a peer victimization prevention program—the Walk away, Ignore, Talk, and Seek help [W.I.T.S.] program) experienced in Grade 1 influences changes in children's reports of relational and physical victimization at the end of Grade 2. Findings showed that classroom levels of emotional problems predicted increases in relational victimization (beyond individual differences in emotional and behavioral problems). Classroom levels of behavioral problems predicted reports of increases in physical victimization (beyond individual differences). Classroom levels of social competence also interacted with individual levels of emotional problems such that children with higher levels of emotional problems in classes with more socially competent children reported more relational and physical victimization. Higher school levels of poverty and lack of program involvement also predicted higher levels of physical victimization, beyond individual and classroom effects. The capacity of the W.I.T.S. program to influence classroom level characteristics and the moderating effects of school poverty on victimization were also assessed. © 2003 Wiley Periodicals, Inc. J Comm Psychol 31: 397–418, 2003.     

Story stem narratives of clinical and normal kindergarten children: are content and performance associated with children's social competence?

This study examined whether content and performance in story stem narratives were associated with children's social competence, and whether children's symptom levels moderated these associations. Five-year-old children from a clinically enriched Swiss sample completed eight stories (N = 187). Teachers rated children's social competence. Parents and teachers rated behavioral/emotional symptoms that were used to categorize children into clinical (n = 80), borderline (n = 31), and normal (n = 74). Controlling for gender and verbal competence, no differences were found in story responses between normal and clinical children. However, pro-social/moral and disciplinary themes, and coherence and quality of narration were significantly associated with children's social competence. The associations between narratives and social competence were prominent in the clinical children, suggesting that narrative assessments may help to identify resources on which psychotherapeutic approaches can build.     

Attachment, self-worth, and peer-group functioning in middle childhood

We evaluated links between peer-group functioning and indicators of attachment security in relation to both mother and father in middle childhood, among 73 10-year-olds (37 girls). Children's perceptions of security with both parents, coping styles with mother, and self-worth were assessed. Classmates, teachers, and mothers evaluated the participants' peer-related behavioral characteristics. Children's perceptions of security to both parents were related to others' appraisals of their social competence; perceptions of security to father were related to lower aggression. We did not find child gender effects, but children had higher security scores in relation to mother than to father. Self-worth perceptions mediated the relation between attachment and social competence.     

Is neighborhood poverty harmful to every child? Neighborhood poverty,family poverty,and behavioral problems among young children

This longitudinal study investigates the association between neighborhood poverty and behavioral problems among young children. This study also examines whether social environments mediate the relationship between neighborhood poverty and behavioral problems. We used data from the third and fourth waves of the Fragile Families and Child Wellbeing study to assess behavioral problems separately for children who experienced no family poverty, moved out of family poverty, moved into family poverty, and experienced long‐term family poverty. Regression models assessed the effect of neighborhood poverty on behavioral problem outcomes among children aged 5 years, after controlling for sociodemographic characteristics and earlier behavioral problems. Results showed an association between neighborhood poverty and lower social cohesion and safety, which lead to greater externalizing problems among children with long‐term family poverty living in high‐poverty neighborhoods compared with those in low‐poverty neighborhoods. Policies and community resources need to be allocated to improve neighborhood social environments, particularly for poor children in high‐poverty neighborhoods.     

Social competence, externalizing, and internalizing behavioral adjustment from early childhood through early adolescence: developmental cascades

This study used a three-wave longitudinal design to investigate developmental cascades among social competence and externalizing and internalizing behavioral adjustment in a normative sample of 117 children seen at 4, 10, and 14 years. Children, mothers, and teachers provided data. A series of nested path analysis models was used to determine the most parsimonious and plausible cascades across the three constructs over and above their covariation at each age and stability across age. Children with lower social competence at age 4 years exhibited more externalizing and internalizing behaviors at age 10 years and more externalizing behaviors at age 14 years. Children with lower social competence at age 4 years also exhibited more internalizing behaviors at age 10 years and more internalizing behaviors at age 14 years. Children who exhibited more internalizing behaviors at age 4 years exhibited more internalizing behaviors at age 10 years and more externalizing behaviors at age 14 years. These cascades among social competence and behavioral adjustment obtained independent of child intelligence and maternal education and social desirability of responding.     

Social Competence in Children with IDDM and Asthma: Child, Teacher, and Parent Reports of Children's Social Adjustment, Social Performance, and Social Skills

Used Cavell's (1990) model of childhood social competence tocompare the social competence in peer relations of 25 children(ages 8–10 years) with insulin-dependent diabetes mellitus(IDDM), 19 children with asthma, and 24 physically healthy children.Children were individually matched for economic status, race,gender, and age. Children, their parents, and their teacherscompleted measures of children's social adjustment, social performance,and social skills in peer relations. Contrary to hypotheses,no differences between the groups of children were noted onany of the measures of social competence. Results are discussedin terms of the resiliency of children's social competence tothese chronic conditions.