焦虑性障碍儿童情绪问题及教育心理控制源的研究

Emotional problems and parenting locus of control in children with anxiety disorders

摘要:

目的：对单纯焦虑性障碍儿童的情绪问题及父母的子女教育心理控制源进行初步研究，为焦虑性障碍的早期发现及早期干预提供理论依据。方法：选取2005年9~12月期间确诊的单纯焦虑性障碍儿童110人（焦虑组）及正常儿童113人（对照组）。由儿童本人填写儿童焦虑性情绪障碍筛查表、儿童抑郁障碍自评量表以及子女教育心理控制源量表，最后回收量表197份。结果：焦虑组儿童躯体化、广泛性焦虑、分离性焦虑、社交恐怖、学校恐怖得分、焦虑总分及抑郁总分均明显高于对照组儿童，差异有统计学意义（P<0.01）。焦虑组儿童父母的“教育成效”得分高于对照组，差异有统计学意义（P<0.01）。结论：焦虑性障碍儿童情绪问题突出，焦虑性障碍患儿父母的教育成效较差。

Abstract:

OBJECTIVE: To carry out a preliminary study on the emotional problems and parenting locus of control among children with anxiety disorders. METHODS: A total of 110 children with simple anxiety disorders (AD group) and 113 normal children (control group) from September to December 2005 were enrolled. Children were asked to complete the Depression Self-Rating Scale for Children (DSRSC), the Screen for Child Anxiety Related Emotional Disorders (SCARED), and the Parenting Locus of Control Scale (PLOC).A total of 197 valid scales were returned. RESULTS: The scores of somatic, generalized anxiety, separation anxiety, social phobia anxiety, school phobia anxiety, total anxiety, and total depression were all higher in the AD group than in the control group (P<0.01). The score of "education effects" for parents was significantly higher in the AD group than that in the control group (P<0.01). CONCLUSIONS: Children with anxiety disorders tend to have more emotional problems and poorer parental education effects.