认知行为干预对青少年学习困难的影响

目的 探讨青少年学习困难(LD)与家庭环境、个性特征、心理状态和学习适应性的关系及认知行为干预对青少年学习困难的影响。方法 对符合学习困难诊断标准的 286例青少年进行为期六个月的认知行为干预,干预前后分别采用家庭环境量表、心理状态自评量表、YG性格测试量表、中学生学习适应量表进行评定,并设 160例正常青少年作对照比较。结果 与对照组相比,LD组家庭亲密度 (7. 36±1. 71)、情感表达(5. 67±1. 56)、知识性(5. 53±1. 78)评分低于对照组(P<0. 01),而矛盾性 (2. 77±1. 45)高于对照组 (P<0. 01 )。个人学习动机 ( 66. 14±14. 43 )、学习期望 ( 60. 32±15. 74 )和意志力 ( 39. 76±7. 16)、学习方法(31. 88±6. 19)评分低于对照组 (P<0. 01)。在YG性格测试量表中,抑郁性、情绪变化、神经症、协调性及细致性与对照组有差异(P<0. 05, P<0. 01),干预后均有不同程度改善。结论 LD青少年处在相对不良的家庭环境中,学习困难与学习适应性、个性特征及心理状态等心理社会因素密切相关。认知行为干预对青少年学习困难有明显的改善作用。

Study of cognitive-behavioral intervention on adolescents with learning difficulties

Objective To investigate the relationships of learning difficulties (LD) with factors such as family environment, personality trait, psychological status, and learning adaptability in adolescents and the result of cognitive-behavioral intervention among adolescents with LD. Methods 286 adolescents who met the diagnosing criteria of LD participated a 6 months cognitive-behavioral intervention program (group intervention, individual intervention, family intervention). Before and after the intervention program, Family Environment Scale Chinese version (FES-CV), Symptom Check-list (SCL-90), YG Personality Scale and AAT were used to assess subjects comparing to 160 normal adolescents as controls.Results Comparing to normal controls, LD group subjects demonstrated statistically significant lower scores towards their family in items as cohesion, emotional expressing, knowledge level but higher in conflicts and ambivalence in the FES-CV. Individual's learning motivation, learning anticipation, volition and learning methods of the LD group were significantly lower than the normal controls. LD group scored higher in depression and anxiety factors in the SCL-90, whereas in the YG personality scale there were significant differences between the normal controls in items such as depression, emotional change, neurosis, harmonious and chariness. After intervention, LD adolescents demonstrated various improvements in these above factors.Conclusions LD adolescents lived in a relatively less ideal family environment. LD is closely associated with psychosocial factors such as learning adaptability, personality trait, and psychological status. Cognitive-behavioral intervention has a beneficial effect on adolescents with LD.