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目的:探索情感教学对抑郁发作患者情绪障碍干预的有效性。方法:选择68例抑郁发作患者,采用汉密尔顿抑郁(HAMD)量表,宗氏抑郁(SDS)自评量表,临床疗效,自我效能感量表(GSES),自编课堂教学质量调查表作两组干预前后及自身对照,以诱导、陶冶、激励及调控等模式,为期4周的干预。结果:情感教学总有效率100%,HAMD、SDS、GSES等量表及自编课堂教学质量调查表显示,两组干预前后及自身对照差异均有统计学意义。结论:情感教学模式优于传统教学模式,值得临床推广应用。
Objective: To explore the effectiveness of emotion teaching in the intervention of mood disorders in patients with depression. Methods: Sixty-eight patients with depressive episodes were selected. The Hamilton Depression Rating Scale, the SDS Depression Scale, the Clinical Efficacy Scale, the Self-Efficacy Scale (GSES) Before and after the intervention group and their own control, to induce, mold, encourage and control and other modes, a four-week intervention. Results: The total effective rate of affective teaching was 100%. The questionnaires of HAMD, SDS, GSES and self-made classroom teaching quality showed that there were significant differences between the two groups before and after intervention and self-control. Conclusion: The emotional teaching model is superior to the traditional teaching model, which is worthy of clinical promotion and application.