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目的研究Russell Bark Iey父母培训八步法对注意缺陷多动障碍(ADHD)儿童干预的可行性和疗效,为临床干预提供依据。方法采用80名符合ADHD诊断标准的患儿为研究对象,随机分为研究组和对照组。均采用常规药物治疗、心理护理、健康教育,研究组另行为期10周、每周1次八步法家长培训。家长培训具体方法为:分析孩子对抗行为的原因,给予关注和表扬,物质奖励或者惩罚,在公共场所监管孩子、纠正孩子在学校的不良行为。实施前后采用自编调查问卷和Conners父母症状问卷进行效果评估。结果研究组和对照组有效率分别为76.92%和54.05%,经比较有统计学意义(X2=4.41,P<0.05)。治疗10周后,研究组在品行问题、学习问题、心身问题、冲动-多动、焦虑、多动指数上均较治疗前有明显下降(t=7.2825、7.5142、6.9048、2.1560、7.1232、11.4252,P<0.05),对照组在冲动-多动、焦虑、多动指数上均较治疗前有明显下降(t=2.5992、6.8614、2.8384,P<0.05);组间比较:治疗10周后,研究组在品行问题、学习问题、心身问题与对照组有统计学意义(t=15.5986、3.9941、3.8795,P<0.05)。有94.3%的家长觉得这个培训对管教孩子有帮助,并将此培训介绍给其他家长。结论家长培训可以有效改善ADHD儿童的核心症状,家长对培训的满意度高,可以在今后的临床护理工作中积极开展。
Objective To study the feasibility and efficacy of Russell Bark Iey ’s eight-step parental training on children with attention-deficit and hyperactivity disorder (ADHD) and provide the basis for clinical intervention. Methods Eighty children with ADHD diagnostic criteria were randomly divided into study group and control group. All use regular drug treatment, psychological care, health education, the study group for another 10 weeks, once a week, eight-step parents training. Parents training specific ways: to analyze the reasons for child confrontation behavior, give attention and recognition, material incentives or penalties, supervision of children in public places, to correct children’s bad behavior at school. Before and after the implementation of the self-made questionnaire and Conners parental symptom questionnaire for evaluation. Results The effective rates of the study group and the control group were 76.92% and 54.05%, respectively, statistically significant (X2 = 4.41, P <0.05). After 10 weeks of treatment, the study group had a significant decrease in conduct problems, learning problems, psychosomatic problems, impulse-hyperactivity, anxiety and hyperactivity index (t = 7.2825,7.5142,6.9048,2.1560,7.1232,11.4252, P <0.05), while the control group had significantly lower impulse-hyperactivity, anxiety and hyperactivity index than before treatment (t = 2.5992,6.8614,2.8384, P <0.05); Comparison between groups: After 10 weeks of treatment, Group in conduct problems, learning problems, psychosomatic problems and the control group was statistically significant (t = 15.5986,3.9941,3.8795, P <0.05). 94.3% of parents think this training is helpful to discipline children and introduce this training to other parents. Conclusion Parental training can effectively improve the core symptoms of children with ADHD. Parents’ satisfaction with training can be actively carried out in future clinical nursing.