广州市黄埔区学龄前儿童行为问题及影响因素的横断面调查

目的 了解广州市黄埔区社区学龄前儿童行为问题的流行现状，探讨儿童气质及家庭环境对儿童行为问题的影响。方法 采用随机分层整群抽样的方法，于2010年10月至2011年1月对广州市黄埔区7所幼儿园1 237名（应答率74.9%）3~6岁儿童进行家长问卷调查，内容包括一般情况调查表、家长版长处和困难问卷（SDQ）、3~7岁儿童气质问卷(BSQ)和家庭环境量表(FES)。对1 170份有效问卷进行统计分析，对行为问题的影响因素进行单因素分析和多元线性回归分析。结果 行为问题总检出率为11.4%（134/1 170），未发现性别差异；同伴关系困难检出率最高（23.2%），其次是多动注意缺陷（16.6%）、品行问题（11.8%）、情绪症状（8.4%）和亲社会行为（8.4%）。多元线性回归模型可以解释SDQ困难总分约50%的变异，行为问题的保护因素有父亲大专/本科以上受教育程度、家庭亲密度和文化性；危险因素有：联合家庭、儿童疾病史（严重先天性疾病或头部严重外伤）、儿童气质的坚持性低、适应性弱、情绪消极、节律性低、反应强烈、活动水平高。结论 儿童行为问题的发生发展是多因素共同作用的结果，制定预防及干预措施需综合考虑各方面因素的影响。

Cross-sectional study on behavior problems and influential factors among preschool children in Huangpu district of Guangzhou

Objective The purpose of this cross-sectional study was to examine the prevalence of behavior problems and associated protective and risk factors among children aged 3 to 6 years in Huangpu district of Guangzhou.Methods A community-based sample of 1 170 children was assessed with the Strengths and Difficulties Questionnaire(SDQ), Behavioral Style Questionnaire(BSQ), Family Environment Scale(FES) and a self-administered questionnaire including demographic characteristicts and children′s pre-,peri- and postnatal condition. Results Totally 11.4%(134/1 170) children were rated as abnormal without significant gender differences. The most prevalent behavior problem was peer problem(23.2%), followed by hyperactivity(16.6%),conduct(11.8%),emotion(8.4%) and prosocial(8.4%). Multiple linear regression models explained 50% of the total variance of SDQ total difficulties score for children.Paternal educational,cohesion and intellectual-cultural orientation of family environment were significant protective factors against behaviour problems. Joint family,child′s medical history(congenital diseases,brain injury),temperamental low persistence, low adaptability, negative emotionality,low rhythmicity,high intensity and high activity were associated with higher SDQ total difficulties score (P<0.05).Conclusions This study is consistent with previously reported risk factors for child behavior problems, and supports the need for a focus on early intervention and prevention strategies in the child mental health field.