厌学青少年视听整合功能分析及对心理咨询的指导作用

Analysis of School-weariness Teenagers' Brain Function in Integrating Continuous Video and Audio Materials and Its Role in Psychological Counseling.

目的分析厌学青少年大脑的视听整合功能及对咨询的指导作用。方法设研究组和对照组。两组统一使用大脑整合连续视听测试仪对其学习过程中大脑综合控制反应能力和注意能力及相关因子进行评定,根据测量结果排除注意缺陷,而后对两组非注意缺陷者进行视听整合因素分析。结果研究组中42%的厌学青少年整合视听功能达到注意缺陷诊断。研究组中的非注意缺陷者中的相关因子与对照组相比,其大脑整合信息的综合控制力和整合过程中的视听觉中的谨慎性、一致性、毅力和注意稳定性、视觉的警醒性、听觉速度均与对照组存在显著差异(P<0.01)。尤其是听-动速度因子和视觉警醒因子异常占研究组的61%和33%。结论厌学青少年中生物性影响因素较多。尤其是听觉速度和视觉警醒因子,可能是导致早期学习兴趣下降和不良行为的重要因子。应早期发现,通过策略训练达到纠正和弥补及替代。

Objective To explore school-weariness teenagers＇ brain function in integrating continuous video and audio material and its instructive role in psychological counseling. Methods Take the school-weariness teenagers the study group, and those not the control group; measure brain＇s comprehensive control, reaction and attention ability and relevant affecting factors during learning process with apparatus for brain test in integrating continuous video-audio materials, and carry out analysis with clinical practice. Results Abnormal function among more than 839% of the school-weariness teenagers during video-audio integration procest is observed. Of which, 42% reaches the degree of attention deficit or attention-impulsion mixed-pattern deficit, to exist significanl difference （P〈0.01） in prudence factor, consistency factor, stamina and attention factor during the integration process compared with the control group. 61 % of those school-weariness teenagers are out of routine in sensory-motor speed factor, and 33 % show abnormal level in vision-vigilance factor. Conclusion There are many factors that can affect the video-audlo integration process among school-weariness teenagers. Especially the sensory-motor speed factor and vision-vigilance factor, which are often ignored in psychological consult, contribute greatly, as the psychological biology factors, to the loss of learning interest, internet addict and other bad behaviors.