学校恐怖症的临床特点与心理社会因素分析

Analysis of psychosocial factors and clinical features in patient with school phobia

目的 探讨学校恐怖症的临床特点及心理社会因素。方法 本研究对 16例学校恐怖症的病人进行临床调查 ,测定其智商、艾森克个性问卷、及自设的家庭学校问题问卷 ,并与 16名正常学生进行 EPQ对照研究。结果 1.学校恐怖症可分为高智商型和低智商型 ,其临床特点不同。 2 .学校恐怖症患者与正常对照组艾森克个性问卷有显著差异 (P<0 .0 5 )。 3.家长对子女的期望值较高 ,缺少温暖及老师教育方法不当是学校恐怖症的诱发因素。结论 熟悉学校恐怖症的临床特点。对有神经质个性的学生 ,家长及老师要注意教育方法 。

Objective To explore the psychosocial factors and clinical features in patients with school phobia Method 16 patient with school phobia were investigated with clinical features ,intelligence, Eysenck Personality Questionnaire(EPQ), family and school problem questionnaire designed by myself The EPQ result was compared with the 16 normal students Results 1 The patient with school phobia were divided into two different subtypes, including high intelligence and low intelligence 2 EPQ result of the patient with school phobia and normal students was significant difference(P<0 05) 3 Those are incentive factors that expectation of parents is high ,warmth and understanding of parents are little ,educational method of teacher is incorrect Conclusion The clinical features in patient with school phobia were known In order to prevent school phobia ,parents and teachers must pay attention to educational methods of the students with nervous personality