注意缺陷多动障碍伴情绪不稳儿童的家庭环境特点

目的:探讨注意缺陷多动障碍(ADHD)伴情绪不稳儿童的家庭环境特点。方法:选取符合DSM-5ADHD诊断标准的儿童183例和正常儿童50例,采用家庭环境量表(FES-CV)、Conners儿童行为问卷分别评定ADHD儿童和正常儿童的家庭环境特点以及情绪是否稳定。将Conners儿童行为问卷中第7、8、33、37情绪相关条目总分大于等于6分定义为伴有情绪不稳。结果:ADHD组情绪不稳的比例高于正.常对照组(41%vs.2%,P<0.05)。ADHD情绪不稳组儿童FES-CV家庭的知识性、娱乐性得分同时低于ADHD情绪稳定组和对照组(P<0.05),矛盾性得分同时高于情绪稳定组和对照组,亲密度、独立性和组织性得分低于对照组(均P<0.05),与情绪稳定组差异无统计学意义(P>0.05)。结论:ADHD儿童伴.情绪不稳的比例高于正常儿童,他们的家庭中文化活动与课外活动较情绪稳定的ADHD儿童更少。

Family environment characteristics of children with attention-deficit/hyperactivity disorder and emotional instability

Objective:To explore the family environment characteristics of children with attention-deficit/hyperactivity disorder(ADHD) and emotional instability.Methods:One hundred and eighty-three children with ADHD meeting with the criteria of DSM-5 and 50 normal children were selected.They were assessed with the Family Environment Scale(FES-CV) and Conners Children’ s Behavior Questionnaire for evaluation of family environment characteristics and emotional stability respectively.The total score of the 7th,8th,33rd,and 37th emotion-related items in the Conners Child Behavior Questionnaire was defined as being accompanied by emotional instability.Results:The proportion of emotional instability was higher in the ADHD group than in the normal control group(41%vs.2%,P<0.05).The children in emotional instability group got lower scores of FES-CV knowledge and entertainment and higher scores of contradictory than those in emotional stability group and control group(Ps<0.05).The children in emotional instability group got lower scores of intimacy, independence and organization than those in control group(P<0.05).There was no significant difference in scores of intimacy, independence and organization between emotional instability group and emotional stability group(P>0.05).Conclusion:The proportion of emotional instability is higher in children with ADHD than in normal children.Families of children with ADHD and emotional instability have fewer cultural and extracurricular activities than those of children with ADHD with emotional stability.