目的:探索通过综合干预对自闭症患儿家长心理弹性和社会支持影响的效果及提升方法.方法:对2017年5月在某三甲医院进行康复训练的自闭症患儿家长进行综合干预和个别辅导,采用自闭症患儿家庭基本情况调查表、特殊儿童家长心理弹性问卷和社会支持评定量表对患儿家长进行问卷调查.结果:通过开展"呵护星星的你"、"蓝色图书馆"以及个别辅导等综合干预措施,干预组患儿家长心理弹性的精神支持因子得分显著高于对照组,干预前后差异性分析显示干预组社会支持总分的改善程度优于对照组.结论:本研究提供的综合干预能改善患儿家长心理弹性,而要显著提高患儿家长的社会支持,还需要提高社会关注度、增强专业性指导以及将干预融入患儿的家庭训练.

目的:探讨自闭症患儿家长心理弹性与社会支持的相关性.方法:采用一般情况问卷、特殊患儿家长心理弹性问卷、社会支持评定量表对广州市某医院29例自闭症患儿家长进行问卷调查.结果:患儿家长的心理弹性得分为3.79分,处于中等偏上水平.社会支持得分为34.00分,低于国内常模.相关性分析显示自闭症患儿家长社会支持和心理弹性整体有相关关系,其中问题解决、控制感、自信心、接纳度等方面与主观社会支持存在显著正相关.结论:应加强对自闭症家庭的社会支持,密切关注患儿家长的心理弹性状况.

Objective To improve the prognosis of children with autism spectrum disorder (ASD), a model of structure-based outpatient training course was conducted to explore the intervention effect for children with ASD. Methods 154 children with ASD were included in the present study (aged 1.6-5.5 years). All children were received the inpatient training course. The training course included individual coaching, game, motor, music courses etc. The training course lasted 1 month, 8 hours per day. All children were also received the Psycho-educational Profile-3rd Edition(PEP-3) assessment at the beginning and ending of training. Results Children with ASD scored significant raw scores in cognitive verbal/preverbal (29.08 ± 13.23 vs. 43.27 ± 11.62), expressive language (13.33 ± 10.55 vs. 25.38 ± 11.82), receptive language (15.77 ± 10.64 vs. 27.48 ± 8.42), fine motor (25.97 ± 6.10 vs. 32.64 ± 5.07), gross motor (23.03 ± 5.52 vs. 27.72 ± 2.95), visual-motor imitation (10.65 ± 5.31 vs. 15.44 ± 3.76), affective expression (14.34 ± 4.31 vs. 16.36 ± 3.85), social reciprocity (11.90 ± 4.01 vs. 16.08 ± 4.13), personal self-care (13.39 ± 4.70 vs. 16.98 ± 4.30) and adaptive behaviors (17.8 ± 4.95 vs. 20.33 ± 5.37) (t=5.43-20.70, all P<0.05). Conclusions The model of structure-based inpatient training course is effective program to improve the prognosis of children with ASD .

Objective To explore the influence of different training mode on the parenting stress in mothers of children with autism. Methods According to the wishes of parents, 46 children with autism by first diagnosed and their mothers were divided into combination training group (23 cases) and control group (23 cases). The children in combination training group received a family rehabilitation training besides the structured institution-based teaching programme, and the children in control group only received the structured institution-based teaching programme. Comparisons were made between the two groups by the Parenting Stress Index-Short Form score after 1 year teaching. Results Before teaching, the domain score of parental distress, parent-child dysfunctional interaction, difficult child and total score of parenting stress were (37.7 ± 5.6), (35.4 ± 4.1), (38.3 ± 5.4), (111.3 ± 10.5) points in control group, while those were (37.9 ± 5.8), (34.7 ± 4.3), (38.8 ± 4.9), (112.1 ± 9.3) points in combination training group. There was no significant difference between two groups(t=0.155-0.531, all P>0.05). After 1 year teaching, the domain score of parental distress, parent-child dysfunctional interaction, difficult child and total score of parenting stress were (34.0±3.4), (30.7±2.8), (34.3±2.2), (99.0±4.7) points in control group, while those were (34.3±3.7), (28.7±3.1), (31.1±2.4), (94.1±6.8) points in combination training group. The combination training group reported a lower level than control group in the domains score of parent-child dysfunctional interaction, difficult child and total score of parenting stress (t=-2.340,-4.595,-2.890, all P<0.05), while the domain score of parental distress had no significant difference (t= 0.236, P>0.05). Both two groups after 1 year teaching, mothers of children with autism experienced a lower level in all the domains and the total score of parenting stress than before teaching(combination training group: t=3.562-7.925, control group:t=2.534-4.768, all P<0.05). Conclusions Family rehabilitation training combined with institutions could reduce the parenting stress of mothers with autistic children and be worthy of clinical promotion and application.

目的 了解抽动症健康教育的需求进行护理,提高患儿的疗效.方法 采用交谈和填资料对65例抽动症患儿及其家属健康教育的需求进行分析.结果 患者与家属都有不同程度的紧张情绪和多方面的健康需求表现.通过开展全面的健康教育及心理护理,有效率达到100%.结论 针对健康的需求进行全面的健康教育和心理护理,纠正不良行为,增强了惠儿和家属对治疗的信心,从而利于患儿康复。

目的:总结肝癌患者的心理反应以及形成原因,以提供相应的护理对策。方法:根据访谈和观察结果对肝癌患者的心理情况进行分析。结果:恐惧焦虑、忧郁悲观、孤独忧伤是患者的常见心理。结论:针对性的情感支持和心理护理是肝癌综合治疗的重要组成部分,是肝癌患者达到预期康复目标必不可少的环节。

通过对58例患儿及家长进行规范化的教育管理,深深体会到健康教育工作的任重而道远,加大整体培训力度势在必行。良好的医护患沟通合作是实施长期、规范化教育管理的重要渠道;深化教育工作,规范患儿自我管理行为是实现儿童哮喘长期理想控制的基础。

目的:为儿童在日常生活中培养良好的行为作风提供有效的指导帮助.方法:对850例来我院儿童发育行为中心就诊的儿童进行调查分析.针对问题给予个性化的指导.结果:儿童常见的日常不良行为问题是:任性娇气、依赖性重、逆反性行为、爱哭闹乱发脾气、进食问题.结论:纠正儿童日常不良行为和培养良好行为的关键是要家长的教养观念及方式的更新和科学化,为孩子健康的成长提供一个美好的生活环境是非常重要的.