学龄期病毒性脑炎患儿学校再适应心理支持体系的构建与实践OA
Constructionand practical exploration of school readaptation psychological support system for school—age children with viral encephalitis
目的:探讨学龄期病毒性脑炎患儿学校再适应心理支持体系的实践效果.方法:选取2021年6月—2025年2月在某院治疗的91例学龄期病毒性脑炎患儿作为研究对象,按照随机数字表分为观察组(n=46)和常规组(n=45).常规组给予常规心理支持,观察组给予学校再适应心理支持体系干预.比较两组对学校生活的再适应情况[学校生活适应量表(LASS)]和干预前后的心理状况[儿童抑郁障碍自评量表(DSRSC)、儿童焦虑性情绪筛查量表(SCARED)]、自我效能[一般自我效能感量表(GSES)]、生活质量[儿童生活质量测定量表(PedsQL 4.0)].结果:观察组LASS评分为110.48±20.96分,常规组LASS评分为93.67±16.32分,差异有统计学意义(t=4.262,P＜0.001).观察组干预后的DSRSC评分和SCARED评分均降低,且观察组更低(t=-4.829,-4.467;P＜0.001),差异有统计学意义.两组干预后的GSES评分和PedsQL 4.0评分均升高,且观察组更高(t=4.130,4.527;P＜0.001),差异有统计学意义.结论:学校再适应心理支持体系能明显改善学龄期病毒性脑炎患儿的学校生活再适应情况、心理状况、自我效能和生活质量.
Objective:To explore the practical effect of school readaptation psychological support system for school-age children with viral encephalitis.Methods:A total of 91 school-age children with viral encephalitis treated in our hospital from June 2021 to February 2025 were selected as the research subjects,and they were randomly divided into an observation group(n=46)and a regular group(n=45)according to a random number table.The regular group received regular psychological support,while the observation group received school readaptation psychological sup-port system.The readaptation to school life[life adaptation scale in school(LASS)]in two groups was compared,and the psychological status[depression self rating scale for children(DSRSC),the screen for child anxiety related emo-tional disorders(SCARED)],self-efficacy[general self efficacy scale(GSES)]and quality of life[the pediatric qual-ity of life inventory measurement model(PedsQL 4.0)]before and after intervention in two groups was compared.Re-sults:The LASS score of the observation group was(110.48±20.96)points,while the LASS score of the regular group was(93.67±16.32)points,and there was a statistically significant difference(t=4.262,P＜0.001).After inter-vention,the DSRSC score and SCARED score in two groups decreased,and those in the observation group were low-er(t=-4.829,-4.467;P＜0.001).After intervention,the GSES score and PedsQL 4.0 score in two groups increased,and those in the observation group were higher(t=4.130,4.527;P＜0.001).Conclusion:The school readaptation psy-chological support system can significantly improve the school life readaptation,psychological status,self-efficacy and quality of life of school-age children with viral encephalitis.
曹苗苗;韩亮;刘婷婷;杜静烨
郑州大学附属儿童医院/河南省儿童医院/郑州儿童医院神经内科 450000郑州大学附属儿童医院/河南省儿童医院/郑州儿童医院康复科郑州大学附属儿童医院/河南省儿童医院/郑州儿童医院神经内科 450000郑州大学附属儿童医院/河南省儿童医院/郑州儿童医院内分泌遗传代谢科
医药卫生
病毒性脑炎学校再适应心理支持体系学龄期儿童心理状况自我效能生活质量
Viral encephalitisSchool readaptationPsychological support systemSchool-age childrenPsycho-logical statusSelf-efficacyQuality of life
《中国健康心理学杂志》 2026 (6)
865-870,6
2022年度河南省医学科技攻关计划联合共建项目(编号:LHGJ20220754)
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