对综合大学医学生心理健康干预的研究

[目的 ]探讨具有改善医学生心理健康水平的较长期效果 ,并可在自然条件下提高医学生心理素质的有效途径 .[方法 ]采用 16种人格因素量表多角度地分析当代医学生的心理素质状况 ,在此基础上 ,连续 2年先后在全年级开展多种形式的心理健康干预活动 .[结果 ]医学生的人格可塑性很强 ,通过多种途径的心理健康教育及心理辅导 ,完全能改善医学生的某些人格因素 ,提高其心理健康水平 .[结论 ]心理健康干预活动对于提高医学生心理健康水平是有效的     

Screening for major depression in persons with HIV infection: the concurrent predictive validity of the Profile of Mood States Depression‐Dejection Scale

Major Depressive Disorder (MDD) is among the most prevalent but underdiagnosed psychiatric disorders in persons with HIV infection. Given the known adverse impact of comorbid MDD on HIV disease progression and health‐related quality of life, it is important both for research and for efficient, effective clinical care, to validate existing screening measures that may discriminate between MDD and the somatic symptoms of HIV (such as fatigue). In the current study, we evaluated the concurrent predictive validity of the Profile of Mood States (POMS) Depression‐Dejection scale in detecting current MDD in 310 persons with HIV infection. The Structured Clinical Interview for DSM‐IV (SCID) diagnosis of MDD and the Cognitive‐Affective scale from the Beck Depression Inventory (BDI‐CA) served as comparative diagnostic and severity measures of depression, respectively. Results demonstrated that the POMS Depression‐Dejection scale accurately classified persons with and without MDD SCID diagnoses, with an overall hit rate of 80%, sensitivity of 55%, specificity of 84%, and negative predictive power of 91% using a recommended cutpoint of 1.5 standard deviations above the normative mean. Moreover, the POMS performed comparably to the BDI‐CA in classifying MDD. Findings support the predictive validity of the POMS Depression‐Dejection scale as a screening instrument for MDD in persons with HIV disease. Copyright © 2006 John Wiley & Sons, Ltd.     

学龄前儿童社会生活能力的影响因素研究

目的 了解学龄前儿童社会生活能力现状及影响因素。方法 采用自拟“儿童一般情况调查表”及“婴儿一初中生社会生活能力量表”进行问卷调查，采用x^2检验、logistic逐步回归分析对学龄前儿童社会生活能力影响因素进行分析。结果 多因素logistic逐渐回归分析显示：影响学龄前儿童社会生活能力发展的因素主要有儿童年龄大小、与小朋友相处好坏、母亲文化程度、父母对儿童的喜爱程度、父母听取孩子的意见情况、对孩子独立能力培养的态度等。结论 儿童年龄、母亲文化程度、教育方式对学龄前儿童社会生活能力的形成和发展起重要作用。     

What really matters in the social network–mortality association? A multivariate examination among older Jewish-Israelis

The aim of the inquiry was to examine the social network–mortality association within a wider multivariate context that accounts for the effects of background framing forces and psychobiological pathways. The inquiry was based upon the Berkman et al. (2000) conceptual model of the determinants of health. Its main purpose was to identify the salient network correlates of 7-year all cause mortality among Jewish men and women, aged 70 and over, in Israel (n = 1,811). The investigation utilized baseline data from a national household survey of older adults from 1997 that was linked to records from the National Death Registry, updated through 2004. At the time of the study, 38% of the sample had died. Multivariate Cox hazard regressions identified two main network-related components as predictors of survival: contact with friends, a social network interaction variable, and attendance at a synagogue, a social engagement variable. Friendship ties are seen to uniquely reduce mortality risk because they are based on choice in nature, and reflect a sense of personal control. Synagogue attendance is seen to promote survival mainly through its function as a source of communal attachment and, perhaps, as a reflection of spirituality as well. Other possibly network-related correlates of mortality were also noted in the current analysis—the receipt of instrumental support and the state of childlessness. The study on which this article is based was made possible by grants from the Israel Ministry of Science and Technology to the Israel Gerontological Data Center.     

心理干预对错[牙合]畸形治疗中合作行为及结果的影响

目的：观察心理干预对错[牙合]畸形患者正畸治疗中合作行为及结果的影响。方法：对门诊口腔科60例青少年[牙合]畸形患者随机分为干预组和对照组各30例。两组均由从事正畸工作5年以上的主治医师采用标准方丝弓技术进行矫正治疗，干预组同时实施心理干预等心理治疗。将两组治疗中的合作行为和结果进行比较分析。结果：心理干预组自律性、主动性、自觉性、矫治时间、满意度等均明显优于对照组，差异有显著性（P〈0．01）。结论：心理干预对青少年正畸患者治疗中合作行为和结果有明显影响，通过心理干预能提高矫治的效果，保证治疗的顺利完成。     

社会支持对考试应激的影响

目的了解社会支持对考试应激的影响。方法采用焦虑自评量表和社会支持量表分别对７２７个学生考试前１个月、考试期间考试焦虑分数及社会支持情况进行调查，比较分析考试焦虑分数与社会支持因素的关系。结果考试焦虑分数与客观支持、来自同学和老师的主观支持以及社会支持的利用度成反比。结论家长和学校给予学生足够的社会支持，以及让学生参加适当的社会活动，培养他们利用社会支持的能力，有助于让学生减缓考试应激的水平     

失眠症患者心理防御机制与社会支持的相关研究

目的　探讨失眠症患者心理防御特征和社会支持 ,并分析两者的关系。方法　采用心理防御方式问卷 (DSQ )、社会支持评定量表 (SSRS)对失眠症患者和正常健康者各 5 0例进行评定。结果　患者组心理防御方式 (不成熟型、中间型防御因子和掩饰因子的因子分高 ,成熟防御因子分低 )和社会支持 (社会支持总分、主观支持分、对支持利用度低 )与对照组相比差异有显著性 (P <0 .0 5或 0 .0 1) ;相关分析发现 ,患者组不成熟防御机制与SSRS的支持总分、主观支持分、对支持利用度呈负相关 (P均 <0 .0 5 ) ,中间型防御机制与SSRS的主观支持呈负相关 (P <0 .0 5 )。结论　失眠症患者心理防御机制的成熟程度较正常人低 ,社会支持差 ,两者存在一定的关系。     

Adverse learning strategy: the Adelaide Diagnostic Learning Inventory and its subscale replicability in a medical student population

The Adelaide Diagnostic Learning Inventory (ADLIMS) is a measure of learning styles and learning pathologies that was designed to investigate the impact of traditional approaches to learning versus problem-based learning and to identify students whose approach to learning tasks predicted poor academic performance. In this study, some important psychometric properties of the ADLIMS were examined, including its factor structure. In this study, factor replicability across samples was argued to provide a more robust and psychologically meaningful factor solution than that which can be obtained using traditional mathematical criteria. The results of the factor analysis did not confirm the presence of the four factor solution earlier reported for the ADLIMS, but did identify three clear factors that had very high replicability. An inspection of the items comprising these three factors showed that factor 1 tapped subjective distress related to poor study habits, lack of motivation to study, and distraction from social activities. Factor 2 tapped distress arising from high achievement expectations that were hampered by superficial or disorganized study habits that did not enable the student to grasp the relationships between concepts and ideas. Factor 3 tapped positive feelings and a sense of satisfaction associated with a problem-based approach to the learning of new study material. Although the internal reliability of the ADLIMS subscales met the requirements of a measure to be used in general research such as in the investigation of correlates among groups of medical students, they did not meet the higher requirements of a measure to be used to identify or predict individuals with pathological learning styles.