“学校恐怖症”的临床特点与心理社会因素分析

Psychosocial Factors and Clinical Features of 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 :采用韦氏儿童智力测验(WISC)、艾森克个性问卷及自设家庭学校问题调查表 ,对 16例学校恐怖症的病人进行评定 ,并与 16名正常学生进行EPQ及智商对照研究。结果 :总体上学校恐怖症组与正常对照组比较智商无显著性差异 (P >0 0 5 ) ,但智商低者相对患者较多 ,而且其临床特点不同 ,学校恐怖症儿童的P、N分升高、E、L分偏低 ,与正常对照组均有显著差异 (P <0 0 5 )。家长对子女的期望值较高 ,缺少温暖及老师教育方法不当可能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 study the psychosocial factors and clinical features of school phobia. Method: 16 patients with school phobia were investigated by intelligence test, Eysenck Personality Questionnaire and self-designed Family and School Problem Questionnaire. The results of intelligent test and EPQ were compared with those of 16 normal students. Results: The onset of school phobia had no relation to intelligence, but patients with different intelligence had different clinical manifestations. The result of EPQ of patient group was significantly different with that of normal students (p<0.05). Associated factors included over-expectation of parents, less understanding and warmth in family, incorrect attitude of teachers. Conclusion: School phobia has related to some psychosocial factors that should be noticed by parents and teachers if improvement is expected.