乙型肝炎患儿父母心理健康状况对照研究

采用“家长生活调查问卷”对广州市就读专收ＨＡＡ阳性幼儿园的父母、未有就读任何幼儿园ＨＡＡ阳性儿童的父母、以及就读普通幼儿园健康儿童父母进行了调查，结果发现ＨＡＡ阳性儿童的父母由于承受较大的心理压力而出现更多的心理问题、这种压力影响到父母的身心健康。资料为社会保健提供了依据。     

贵州省幼儿教师职业压力特点及其与应对方式的关系

目的:了解贵州省幼儿教师职业压力特点及与应对方式的关系,为缓解幼儿教师职业压力,提升其心理健康提供参考。方法:选取贵州省幼儿教师617名,用幼儿教师职业压力问卷和简易应对方式问卷(SCSQ)进行测查。结果:幼儿教师职业压力得分在幼儿园性质(t=-3.215),收入(F=16.411),职称(F=3.999)上差异有统计学意义(P0.01或0.001)。相关分析显示,幼儿教师应对方式2个因子的得分与职业压力总分及各维度得分的相关均具有统计学意义(r=0.14~0.37,P0.01或0.001)。回归分析显示,应对方式的消极应对和积极应对因子对幼儿教师职业压力具有显著的正向预测作用(β=0.338,0.092;P0.001或0.05)。结论:幼儿教师职业压力存在显著的幼儿园性质、收入与职称差异;应对方式尤其是消极应对方式对职业压力有显著影响。     

Psychological adjustment in caregivers of school-age children infected with HIV: stress, coping, and family factors

OBJECTIVE: To assess for significant differences in psychological functioning between caregivers of HIV-infected children and caregivers of healthy children, and to examine the utility of applying a stress and coping model to caregivers of children with HIV disease. METHODS: Participants included caregivers of HIV-infected children (n = 36) and caregivers of a demographically matched control group of healthy children (n = 32). During their child's pediatric clinic visits, caregivers completed measures of psychological adjustment, stress, coping style, and family resources and support. They also completed a measure of their child's psychological adjustment. RESULTS: Caregiver psychological distress scores did not significantly differ between the HIV and control groups, and clinically significant rates of psychological distress were reported by more than a third of caregivers in both groups. Hierarchical multiple regression analyses revealed that independent of their child's illness status, stress and coping style were significant predictors of caregiver's psychological adjustment. In addition, caregiver psychological distress was a significant predictor of children's maladjustment. CONCLUSIONS: High rates of psychological distress were observed in caregivers of children with HIV disease; however, similarly high rates of psychological adjustment problems were found in caregivers of healthy children. Caregivers who reported high levels of daily stress and emotion-focused coping styles tended to report more psychological distress. Further, caregivers who reported more psychological distress also reported more internalizing and more externalizing behavior problems in their children, regardless of the child's illness status. These findings reflect the impact of poverty and environmental stress on caregivers' adjustment.     

The Relation Between Parental Coping Styles and Parent-Child Interactions Before and After Treatment for Children With ADHD and Oppositional Behavior

This study examined the relation between parental coping styles, discipline, and child behavior before and after participating in a parent training program for parents of children with Attention-Deficit/Hyperactivity Disorder (ADHD) and oppositional behavior. For mothers, use of more maladaptive and less adaptive coping styles was related to more self-reported lax and overreactive discipline, more observed coercive parenting, and more observed child misbehavior prior to parent training. No significant relations were found for mothers following parent training after controlling for pretreatment variables. For fathers, use of more maladaptive and less adaptive coping styles was related to self-reported lax discipline before and after parent training. Contrary to prediction, fathers who reported less seeking support and adaptive-focused coping showed the most improvement in their children's behavior. Most results remained significant after controlling for self-reported depression. Implications for improving parent training research and programs were discussed.     

Children's Coping With Diabetes: Understanding the Role of Cognitive Development

Asked diabetic children at two levels of cognitive maturityto describe their efforts to cope with diabetes-related stress.Results revealed certain develop mental trends. Relative tomore cognitively mature youngsters, the coping styles ofpreformaloperational children showed greater emphasis on primary control coping (trying to directly change stressful conditions).Secondary con trol coping (trying to adjust to circumstancesas they are) increased with cognitive maturity, however, overall,primary control and instrumental coping strategies appearedsalient for both groups of youngsters. The nature of these developmentaltrends and their implications for children's disease-relatedadjustment are discussed.     

The timing of parent and child depression: a hopelessness theory perspective.

This study examined whether children's inferential styles moderate the association between the onset of depressive symptoms in children and their parents. To provide a powerful test of our hypotheses, we utilized a high-risk sample (parents with a history of major depressive episodes and their children) and a multiwave longitudinal design. During the initial assessment, 140 children (ages 6 to 14) completed measures assessing depressogenic inferential styles. Parents and children also completed measures assessing current level of depressive symptoms. Following the initial assessment, children and parents were contacted every 6 weeks for the next year to complete measures assessing depressive symptoms. The results of hierarchical linear modeling analyses indicated that children who exhibited depressogenic inferential styles reported greater elevations in depressive symptoms following elevations in their parent's level of depressive symptoms than did children who did not exhibit such styles. The strength of this association was greater in girls.     

Reliability and factor structure of the chinese ghq-30 for parents with preschool mentally handicapped children

The Chinese version of the General Health Questionnaire (GHQ-30) was administered to 381 parents of preschool mentally handicapped children, along with other instruments that assessed their stress, mental health, coping styles, and care-giving patterns. The GHQ-30 was found to have high internal consistency as a scale and high item-total correlations for most of the items. Factor analysis with a four-factor solution showed that four factors were abstracted from the scale, namely, anxiety, depression, interpersonal dysfunctioning, and inadequate coping. It also was found that the factors extracted could be reproduced reliably in two random subsamples and that the factor structure derived from the present sample corresponds to the previously reported data on the dimensionality of the Chinese GHQ-30.     

Preschool children with disruptive behavior: three-year outcome as a function of adaptive disability

A significant discrepancy between intelligence and daily adaptive functioning, or adaptive disability (AD), has been previously found to be a associated with significant psychological morbidity in preschool children with disruptive behavior (DB). The utility of AD as a predictor of later developmental risks was examined in a 3-year longitudinal study of normal (N = 43) and DB preschool children. The DB children were grouped into those with AD (DB+AD; N = 28) and those without AD (DB-only; N = 98). All children were followed with annual evaluations to the end of second grade. Both DB groups demonstrated substantial and pervasive psychological and educational morbidity at 3-year follow-up. In comparison to DB-only children, DB+AD children had more symptoms of attention-deficit hyperactivity disorder (ADHD) and conduct disorder (CD), more severe and pervasive behavior problems at home, more parent-rated externalizing and internalizing, and lower academic competence and more behavioral problems at school. Parents of DB+AD children also reported greater parenting stress than did parents in the other groups. A significant contribution of AD to adverse outcomes in the DB group remained on some measures even after controlling for initial severity of DB. AD also contributed significantly to CD symptoms at follow-up after controlling for initial DB severity and initial CD symptoms. The results corroborate and extend earlier findings of the utility of AD as a risk indicator above severity of DB alone. They also imply that AD in the context of normal intellectual development may arise from both the deficient self-regulation associated with ADHD and from disrupted parenting. with exposure to kindergarten moderating these adverse effects.     

Evaluation of a group intervention for children with food allergy and their parents

BACKGROUND: Children with food allergy and their parents may experience substantial stress related to the risk of serious reactions and the demands of allergy management. OBJECTIVE: To evaluate a group intervention for children with food allergy and their parents designed to increase parent-perceived competence in coping with food allergy and to decrease the parent-perceived burden associated with food allergy. METHODS: Sixty-one children aged 5 to 7 years with food allergy and their parents attended 1 of 4 half-day workshops, with parent and child groups run concurrently. Parents completed self-report measures of perceived competence in coping with food allergy at 3 time points: preworkshop (within 8 weeks of the intervention), postworkshop (immediately after the intervention), and follow-up (4-8 weeks after the intervention). Parents completed a measure of burden associated with food allergy at preworkshop and follow-up. Parents and children also completed evaluations of the study intervention. RESULTS: Parent-perceived competence in coping with food allergy increased significantly from preworkshop to postworkshop and follow-up, and parent-perceived burden associated with food allergy decreased from preworkshop to follow-up. Parent and child evaluations of the workshop were favorable. CONCLUSIONs: These findings provide preliminary support for the effectiveness and feasibility of a group intervention for children with food allergy and their parents and suggest the importance of controlled evaluations of group interventions in this population in the future.     

Cognitive–affective strategies and cortisol stress reactivity in children and adolescents: Normative development and effects of early life stress

This study examined cognitive–affective strategies as predictors of hypothalamic–pituitary–adrenal (HPA) axis responses to a social-evaluative stressor in adolescence as compared to late childhood as a function of early life experiences. Participants included 159 children (9–10 years) and adolescents (15–16 years) divided into two groups based on early care experiences: non-adopted youth raised in their birth families (n = 81) and post-institutionalized youth internationally adopted from orphanage care (n = 78). Youth completed a version of the Trier Social Stress Test modified for use with children and reported on their trait emotion regulation and coping strategies. Children reported more use of suppression and disengagement than adolescents, while adolescents reported more engagement coping strategies. Non-adopted and post-institutionalized youth did not differ in reported strategies. Cognitive reappraisal predicted higher cortisol reactivity in non-adopted children and adolescents, and was not associated with reactivity in the post-institutionalized group. This study has implications for efforts aimed at promoting self-regulation and adaptive stress responses during the transition to adolescence for both typically developing children and children who experienced adverse early care.     

The influence of perceived mother model attitudes on children's aggressive or prosocial behavior

The present experiment was to examine the influence of perceived attitudes of mother models on preschool children's aggressive or prosocial behavior. Based on the score of CCP (children's cognition of parents) Test, sixty four-year-olds were selected and then modeling sessions were administered to them. Their mothers and kindergarten teachers were asked to answer a questionnaire on aggression and altruism of children in daily life situations. Mothers were also required to make self-ratings on their aggression, altruism and rearing attitudes. The following results were obtained. Boys who perceived being rejected by their mothers displayed less imitative aggressive behaviors than other boys and they showed significantly more extrapunitive responses in the P-F Study. No relationships were found between children's modeling behaviors and their aggression or altruism. Children's aggression at kindergarten correlated positively with their aggression at home and with their mother's aggression. It was noteworthy that girl's altruism at kindergarten correlated positively with their mother's rejection, control, and aggression.     

The Sheba Medical Center healthcare workers' children's school: can we open schools safely?

ObjectiveThe role of school closure in mitigating coronavirus disease 2019 (COVID-19) transmission has been questioned. In our medical centre, during a 9-week national lockdown, an alternative school was opened for health-care workers' (HCW) children with a small number of children per class and strict symptom surveillance. After lockdown was lifted we screened children and their parents for severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) serology.MethodsWe conducted a cross-sectional study of HCW parents and their children after one teacher contracted COVID-19 following exposure at home and 53 children were exposed, isolated and tested by RT-PCR. We compared families with children attending the alternative school with families whose children who remained at home during the 9-week lockdown. Epidemiological and medical data were collected using a short questionnaire; nasopharyngeal and oropharyngeal swabs were obtained and tested for SARS-CoV-2 by RT-PCR, and blood was collected for SARS-CoV-2 IgA and IgG titres.ResultsA total of 435 children attended the Sheba alternative school. Among the 53 children exposed to the infected teacher, none tested positive by RT-PCR. Of these, 18 children–parent pairs were tested for serology and all were negative. A total of 106/435 (24%) children and their 78 parents were recruited for the cross-sectional study; 70 attended the Sheba school and 36 did not. Approximately 16% of children in either group reported symptoms (11/70 in the school group and 6/36 in the ‘stay home’ group), but SARS-CoV-2 was not detected by PCR in any, and previous exposure, as determined by serological tests, was low and not significantly different between the groups.ConclusionIn an alternative school for children of HCWs, active during COVID-19 national outbreak, we found no evidence of increased infection compared with children that stayed home.     

Stress and coping among children of alcoholic parents through the young adult transition

The transition to young adulthood is both a time when risky health behaviors such as substance misuse peak and a time of opportunity for growth and development through the acquisition of adult roles. In this transition, coping styles include responses to the stressors and opportunities associated with the emergence of adulthood. The extent to which such coping styles are skillfully employed in part determines adjustment into adulthood. The current study used a high-risk, longitudinal design to examine the development of coping styles over adolescence, continuity in these coping styles from adolescence to adulthood, the impact of coping on adult stress and substance misuse, the ability of coping to buffer effects of stress on substance use, and differences in coping between at-risk youth (i.e., children of alcoholics [COAs]) and their peers. A sample of 340 adolescents completed four assessments over ages 11-23. We used latent trajectory models to examine interindividual and intraindividual change in coping over time. Evidence for both change and continuity in the development of coping from adolescence to adulthood was found, although adolescent coping had limited impact on stress and substance use in adulthood. Support was also found for complex stress-buffering and stress-exacerbating effects of coping on the relations between major life events and adult drug use and between stress associated with the new roles of adulthood and heavy alcohol use. Implications of these findings for development and adjustment in the transition to adulthood are discussed.     

Life stress and clinically elevated MMPI scales: gender differences in the moderating influence of coping

Coping styles were evaluated as moderators of life stress-psychopathology relationships. Five hundred twenty-one undergraduates (271 females and 250 males) completed the Life Experiences Survey, the Coping Strategies Inventory, and the MMPI. To assess maladaptive coping styles, groups were constructed for each of 8 clinical scales (Hs, D, Hy, Pd, Pa, Pt, Sc, and Ma) composed of all subjects with a clinically significant elevation on that scale. The coping styles of these "clinical" groups were compared to the coping styles of "normal" groups, made up of subjects whose life stress scores were approximately the same but whose corresponding MMPI scale scores were within normal limits. To assess adaptive coping styles, a group of effective copers (with high life stress but normal MMPI profiles) was compared to a group of less effective copers (with high life stress but with at least one scale outside of normal limits). All groups were constructed separately for gender. The predicted gender differences and specific coping style-psychopathology relationships were, by and large, found. Coping style differences between the effective and less effective copers were also found. These findings suggest that several coping styles are important moderators of life event stress-psychopathology relationships.     

医学生心理压力与应付方式的关系研究

目的探讨医学生不同程度心理压力与不同应付方式的关系。方法使用心身压力测试量表、应对方式问卷对426名学生进行调查。结果①24.4%的大学生心理压力程度较高,39.2%的大学生心理压力适中,36.4%的大学生心理压力程度较低;②高、中、低3个不同程度心理压力组学生应付方式各因子得分都有显著性差异(F=15.797,26.284,5.086,16.327,7.630,3.073;P<0.05);③心理压力较高的学生倾向于采取非成熟的应付方式,心理压力适中、较低的学生倾向于采取成熟的应付方式;④自责、幻想及解决问题对心理压力有非常显著的预测作用(R2=0.169,0.197,0.223;P<0.001)。结论倾向使用非成熟应付方式的医学生心理压力较高。     

Work stress,burnout and coping: A review and an empirical study of staff in supported housing

The literature on work stress, burnout and coping is reviewed and a small scale empirical study reported which sought to explore the nature of burnout in staff of supported housing for people with long-term mental health problems. Burnout was seen to arise principally as a result of job strain in relation to caring for people. As in depression, the process was hypothesized to be mediated by environmental and individual resources (including social support, coping and attributional styles, and life events). High levels of workplace stress correlated with the depersonalization component of burnout and with absence from work. Environmental and individual factors appeared to significantly mediate the effect of work stress. Social support at work (particularly practical support) was linked to all burnout measures at follow-up. Specific, unstable attributions of negative work events and practically driven coping styles were found to be most adaptive in terms of experiencing less burnout. Individuals who experienced more negative life events were more likely to become emotionally exhausted. No correlation was found between burnout and depression, suggesting the processes are distinct. Unlike depression, burnout is specific to the work setting.     

Predictors of psychological adjustment in school-age children infected with HIV

OBJECTIVE: To assess for significant differences in psychological functioning between HIV-infected children and a demographically matched healthy control group and to examine the utility of applying a stress and coping model to children with HIV disease. METHODS: Participants included HIV-infected children (ages 6-16) and their caregivers (n = 36) and a control group of healthy children and their caregivers (n = 32). During routine clinic visits, children completed measures of psychological adjustment, health locus of control, and coping style, and caregivers completed measures of their own and their child's psychological adjustment. RESULTS: Caregiver-reported and child self-reported psychological adjustment scores did not significantly differ between the HIV and control groups, with the exception of significantly more internalizing behavior problems reported in the control group. Hierarchical multiple regression analyses revealed that the stress and coping model accounted for 36% of the variance in HIV-infected children's self-reported psychological adjustment. In addition, child age and coping style were significant predictors of child self-reported psychological adjustment, but not of caregiver-reported child adjustment. CONCLUSIONS: Approximately 25% of children with HIV disease exhibited clinically significant emotional or behavioral problems; however, even higher rates of psychological adjustment problems were found in healthy children. Children with HIV disease who have not been told their diagnosis and children who endorse more emotion-focused coping strategies tend to exhibit more psychological adjustment problems.     

Early Problem Behavior Among Children From Low-Income,Mother-Headed Families: A Multiple Risk Perspective

Examined proximal and contextual factors most strongly related to externalizing behavior among young children growing up in low-income, mother-headed families. Participants were 50 low-income single mothers and their preschool-age children who were visited twice in the home setting. Measures of proximal (low levels of supportive parenting, high levels of punitive disciplinary practices, low levels of maternal emotional well-being) and contextual (low maternal support, high levels of family stress) risk were assessed in relation to maternal reports of child externalizing behavior and an index of negative child behavior during a clean-up task. Child defiance during the clean-up task was highly associated with punitive maternal control in the same situation but had no other direct correlates. However, multiple risk factors representing both proximal and contextual variables were associated with variations in children's behavior problem scores. Mothers of children with high behavior problem scores reported lower feelings of self-efficacy in handling child care and emotional stressors, more frequent use of punitive child disciplinary practices, and lower feelings of satisfaction with the quality of their supportive resources than others. Maternal self-evaluations of coping efficacy mediated the relation between perceived support and child behavior problems, suggesting that constructs of personal control are important to represent in future studies of highly stressed parents.     

Attachment and coping as facilitators of posttraumatic growth in Turkish university students experiencing traumatic events

This study was designed to explore the role of attachment and coping as facilitators of posttraumatic growth (PTG) in a sample of Turkish university students who experienced traumatic life events. Participants who reported a traumatic event from a list were asked to choose the most distressing one; to answer questions related to the impact of the trauma; and to fill out measures of attachment styles, ways of coping, and PTG. PTG was regressed on gender, trauma-related factors, attachment styles, and coping styles in order to examine the associations with PTG. Felt helplessness and horror, fatalistic coping, and optimistic coping were significant predictors of PTG. Fatalistic coping partially mediated the relationship between attachment anxiety and PTG.     

Prevention of dog bites: Evaluation of a brief educational intervention program for preschool children

Dog bites are an underestimated societal problem. Victims suffer injuries, both physical and emotional, that sometimes end in death, and the economic cost to the community is high. The most frequent victims are children, many of whom are bitten at home. Current interventions, primarily aimed at the control of dogs in public areas, appear unlikely to reduce the incidence of dog bites within this group. In this study, parents' beliefs about their children's behavior around familiar and strange dogs were investigated using a questionnaire. The impact of a brief educational dog safety program on 192 kindergarten children (M = 4.68 years of age) was then evaluated. The questionnaire data revealed that many children engage in unsafe behaviors around dogs, and that parents are largely unaware of the dangers associated with such behaviors. The dog safety program resulted in a significant increase in the ability of children to identify high risk situations for up to 4 weeks, with the benefits being even greater in those children whose parents were also given information regarding safe behaviors around dogs. © 2003 Wiley Periodicals, Inc.