学龄期儿童意外伤害心理行为干预模式及其效果研究

目的 探讨学龄期意外伤害儿童心理行为干预模式及效果.方法 采用Achenback儿童行为量表(CBCL)及艾森克个性问卷(EPQ)对130例学龄期意外伤害儿童进行心理行为测验,随机分为观察组与对照组,观察组实施全程电教干预模式,对照组实施传统式健康教育模式,观察比较两组结果.结果 (1)干预前EPQ两组比较差异无统计学意义(P＞0.05).干预后,观察组EPQ的P、E、N分量表得分低于对照组,差异有统计学意义(P＜0.05或P＜0.01),L分量表观察组高于对照组,差异有统计学意义(P＜0.01).(2)两组性别CBCL各因子测验总分比较,干预前差异无统计学意义(P＞O.05),干预后差异有统计学意义(P＜0.05或P＜0.01).(3)两组患儿遵医行为比较,差异有统计学意义(P＜0.05或P＜0.01).结论 学龄期意外伤害儿童心理行为电教式全程干预模式,缓解了负性情绪,提高了遵医行为,增强了康复信心,促进了心理健康,具有临床推广价值.

Intervention model of psychosocial behavior of accidently injured school - age children and its effect study

Objective To discuss intervention model of psychosocial behavior of accidently injured school - age children and its effect study. Methods Achenback (CBCL) and EPQ were used to test 130 accidently injured school-age children's psychosocial behavior. They were divided into observation and control groups, each had 65 cases. The observation group was applied with audio-visual-style mode, and the contral group with traditional health education mode, then their effects were compared. Results (1) Before the intervention, EPQ scores of the two groups had no statistical significance (P＞0.05) . After the intervention, P, E and N branch capacity lists in EPQ of the observation group were all lower than those of the control group (P ＜ 0. 05 orP ＜ 0. 01 ) . But the score of L branch capacity list of the observation group was higher than that of the control group ( P ＜ 0.01 ) . ( 2 ) CBCL scores of all elements of gender in two groups had no statistical significance before the intervention ( P ＞ 0. 05 ) . but there had statistical significance after the intervention ( P ＜ 0.05 or P ＜ 0. 01 ) . (3) Compliance behavior had statistical significance between the two groups ( P ＜ 0. 05 or P ＜ 0. 01 ) . Conclusions Building audio - visual - style full intervention model of psychosocial behavior of accidently injured school - age can relieve children's negative emotion, improve their compliance behavior, enhance their rehabilitation confidence, promote their psychologic health and reached prospective effects.