父母短期教育干预对学龄前儿童焦虑的影响

Efficacy of short-term educational intervention for parents of preschool children with anxiety

摘要:

目的 探讨父母接受短期教育干预对学龄前儿童焦虑的影响。方法 Spence 学龄前儿童焦虑量表得分≥ 48 分（≥ 48 分者认为有焦虑情绪）的 49 名儿童随机分为干预组和对照组。干预组儿童家长进行 6 次关于儿童焦虑管理的集体教育课程，对照组只进行随访。干预后 3 个月和 6 个月分别用焦虑量表再次进行测评，比较两组间的差异。结果 最终完成整个观察研究的干预组有 21 例，对照组 22 例。3 个月后，干预组仍≥ 48分的儿童比率低于对照组（62% vs 91%，P<0.05）；6 个月后，干预组焦虑量表得分仍≥ 48 分的儿童比率亦低于对照组（52% vs 82%，P<0.05）。3 个月后干预组焦虑量表平均得分明显降低，与对照组比较差异有统计学意义（69±12 vs 81±12，P<0.01）；6 个月时复测，两组焦虑量表得分均较前下降，两组间比较差异有统计学意义（65±13 vs 78±13，P<0.01）。结论 早期对父母进行短期教育干预可有效缓解学龄前儿童的焦虑，其远期效果有待进一步随访观察。

Abstract:

Objective To study the efficacy of short-term educational intervention for parents of preschool children with anxiety.Methods Forty-nine children with Spence Preschool Anxiety Scale（SPAS) scores of ≥48 were randomly divided into intervention and control groups. The children's parents in the intervention group received a collective curriculum on children's anxiety management six times, while the control group was only followed up. All children were evaluated for anxiety by the SPAS 3 and 6 months later, and then the results were compared between the two groups.Results The test was completed in 21 cases of the intervention group and 22 cases of the control group. At month 3,the intervention group had a significantly lower percentage of children with SPAS scores of ≥48 than the control group(62% vs 91%; P<0.05), and this percentage was also significantly lower in the intervention group than in the control group at month 6（52% vs 82%; P<0.05). At month 3, the intervention group had a significantly reduced mean SPAS score, which was significantly lower than that of the control group（69±12 vs 81±12; P<0.01). At month 6, both groups showed significant decreases in SPAS score, but still the SPAS score was significantly lower in the intervention group than in the control group（65±13 vs 78±13; P<0.01). Conclusion Early short-term education for parents can relieve their preschool children's anxiety effectively, but the long-term effect needs to be evaluated by follow-up.