学前教育与乙型肝炎表面抗原阳性儿童心理行为关系的研究

Relation between Preschool Education and Emotional and Behavioral Problems of Children with Hepatitis B Surface Antigens

目的探讨学前教育与乙型肝炎表面抗原（HBsAg）阳性儿童心理行为的关系,为制定干预措施提供依据。方法采用中国8~12岁儿童气质量表（Chinese school children temperament scale,CSTS）和Achenbach儿童行为量表（Child BehaviorChecklist,CBCL）以及自制的儿童基本情况调查表,对57例未接受过学前教育和45例接受过学前教育的HBsAg阳性儿童进行测试和比较,并收集患儿的健康状况等信息。结果1未接受过学前教育的HBsAg阳性儿童在节律性、趋避性、心境和持久性等4个气质维度得分明显高于接受过学前教育的HBsAg阳性儿童,差异存在非常显著性或显著性（P〈0.01或P〈0.05）;2在退缩、焦虑/抑郁、注意问题、攻击性行为、内向性行为和行为问题总分等行为因子得分明显高于接受过学前教育的HBsAg阳性儿童,差异存在非常显著性（P〈0.01）。结论未接受过学前教育的HBsAg阳性儿童存在更多的心理行为问题。建议开设幼儿园,专门接受这些HBsAg阳性儿童,促进其身心健康成长。

Objective To study the relation between preschool education and emotional and behavioral problems of children with hepatitis B surface antigens （HBsAg）. Methods 57 children with HBsAg without preschool education and 45＇ those with preschool education were checked by applying Chinese school children temperament scale（CSTS）, Achenbach Child Behavior Checklist （CBCL） and a self-made questionnaire of basic condition for children. The children＇s health condition information were collected. Resuits ①The scores in rhythmicity, approach-withdrawal, mood, endurance were significantly higher in the children without preschool education than those with preschool education （P〈0. 01 or P〈0. 05）.②The scores in withdrawal, anxiety/depression, attention deficit, aggressive, internalizing behavioral and total scores were significantly higher in the children without preschool education than those with preschool education （P〈0.01）. Conclusion The children with HBsAg without preschool education have more emotional and behavioral problems than those with preschool education. To promote their healthy growth, the kindergarten shoulded be set up for the children with HBsAg.