青少年情绪和行为问题与生活事件的相关性

目的 发现影响青少年情绪和行为问题的有关生活事件，为干预提供依据。方法 采用现场调查方法，以青少年自评量表（YSR）和青少年生活事件量表（ASLEC）作为评定工具；就诊组为2002年7月至2004年3月在四川大学华西医院心理卫生中心就诊的585例小学5年级以上（11～18岁）合作患者；非就诊组为按整群抽样的成都市1280名学生中与就诊组性别、年龄、父亲职业匹配的585人组成；数据分析用方差膨胀因子诊断法排除自变量之间存在共线性后，以YSR得分为因变量，采用线性逐步回归分析方法拟合线性回归模型。结果 就诊组YSR得分高于非就诊组，就诊组情绪和行为问题多于非就诊组；就诊组进入回归模型自变量偏回归系数为0．124～0．418，非就诊组进入回归模型自变量偏回归系数为0．104～0．388；人际关系不良、学习压力、受惩罚、健康适应差可以增加青少年情绪和行为问题。结论 对青少年进行情绪和行为问题干预时，注意指导青少年人际关系应对、帮助缓解学习压力、以成长目标为导向、减少惩罚的教育方式、提高社会适应等措施，以减少青少年情绪和行为问题发生，促进情绪和行为问题康复。

Study on the correlation between adolescents'''' emotional and behavioral problems and life events

OBJECTIVE: To study the life events which are correlated with adolescent's emotion and behavior problems, and to provide evidence for clinicians and school staff to develop intervention for those problems. METHODS: Youth's Self Report (YSR) and Adolescent Self-Rating Life Events Check List (ASLEC) were used to assess adolescent's emotional and behavioral problems and life events by 'spot' study. The referred group consisted of 585 patients from 11 to 18 years old in a Mental Health Centre of West China Hospital of Sichuan University from July in 2002 to March in 2004. Level of IQ was above 5th grade of primary school among the study subjects who were willing to fill in the YSR and ASLEC. The non-referred group was selected in a 1280 students cluster-sample from the schools of Chengdu city, whose sex, age and father's career were matched with the referred group. Variance inflation factor (VIF) was used to verify that there was no collinearity to each other in the 6 factors of ASLEC: interpersonal relationship, learning pressure, being punished, losing good adaptation and other. Linear stepwise regression was adopted. RESULTS: The YSR scores in referred group were higher than those in non-referred group, and the referred group had more emotional and behavioral problems than the non-referred one. Partial correlations ranged from 0.124 to 0.418 in referred group, and from 0.104 to 0.388 in non-referred group. Unsatisfied interpersonal relationship, heavy learning pressure, having been punished and poor adaptation were likely to increase the risk of youth's emotional and behavioral problems. CONCLUSION: More attention should be paid to help adolescents in the following areas: solving intrapersonal affairs, relieving pressure from learning, avoiding punishment, and improving ability to fit themselves to their surroundings.