行为问题儿童的社会技能训练效果分析

Intervention Study on Social Anxiety and Personality of Children with Behavior Problems

目的:探讨行为问题儿童的社交焦虑、个性特征及其干预方法和效果。方法:采用儿童行为量表(CBCL)筛查行为问题儿童82名,分为干预组(n=41)和对照组(n=41),随机抽取非行为问题儿童50名作为正常组。对干预组儿童采用以社会技能训练为主的行为干预一个学期,干预前后采用儿童社交焦虑量表(SASC)及艾森克人格问卷(EPQ)进行评估。结果:行为问题组儿童的社交焦虑总分及各因子分均高于正常组儿童,行为问题组情绪稳定性(N)分高于正常组、内外向(E)分低于正常组(P<0.01,0.001)。干预前干预组社交焦虑及个性与对照组比较差异均无显著性意义(P>0.05);干预后干预组与对照组比较,社交焦虑及各因子统计学差异显著(P<0.01),与正常组比较,社交焦虑及个性各因子差异均无显著性(P>0.05)。结论:行为问题儿童和正常儿童在社交焦虑水平、个性特征方面存在差异。以社会技能训练为主的行为干预对行为问题儿童的社交焦虑和个性缺陷有效。

Objective： To explore social anxiety and personality Of children with behavior problems and intervention method and effect on them. Methods： 82 children with behavior problems were filtered by CBCL and were divided into intervention group （n=41） and control group （n=41）. Normal group of 50 children with no behavior problems were selected randomly. The study group were intervened by social skills training for one semester. SASC and EPQ were used to evaluate the intervention effect. Results： Social anxiety scores, and N scores of the behavior problems group were significantly higher than those of normal group and E scores lower（P〈0.01,0.001）. There were no difference in social anxiety, personality between the study group and control group before intervention（P〉0.05）. After intervention the difference of social anxiety scores were significant between them （P〈0.01）; but there were no difference in social anxiety, personality between the study group and normal group （P〉0.05）. Conclusion： The social anxiety level and personality of children with behavior problems are different from normal group, social skills training are effective to social anxiety and personality defect of children with behavior problems.