同伴介入治疗方式对焦虑抑郁患者情绪的影响研究

Research on the Influence on Patients with Anxiety and Depression Emotion by Peer Interventional Therapy

目的:观察同伴介入治疗方式对伴有焦虑抑郁症状儿童情绪的影响。方法:选择伴有焦虑抑郁症状的儿童共45例作为研究对象,并按数字表法随机分为对照组22例,观察组23例。对照组患儿给予常规治疗及基础护理措施,而观察组患儿则在对照组的基础上进行同伴介入治疗。两组患儿均于治疗前及治疗后l、2、4、6周末使用汉密顿焦虑量表(HAMA)和抑郁量表(HAMD)评定其焦虑抑郁情绪的缓解情况差异。结果:HAMA及HAMD评分均显示,观察组在治疗1周末即显示出明显效果,相关评分明显下降,与治疗前对比差异具有统计学意义(P<0.05);而对照组则在治疗2周末才凸显治疗效果,其与治疗前对比差异具统计学意义(P<0.05);此外,观察组在治疗后l、2、4、6周末的评分及减分率均显著优于对照组,两组间差异比较具统计学意义(P<0.05)。结论:同伴介入治疗方式应用于伴有焦虑抑郁症状的儿童中,能显著改善负性情绪的影响,临床效果显著,值得在临床上推广使用。

Objective Toexplore the influence situation on patients with anxiety and depression emotion by Peer interventional therapy. Methods Selected 45 cases children with symptoms of anxiety and depression as the research object and randomly divided into two groups according to the digital table method. The control group were given the conventional treatment and basic nursing measure; While the observation group were given the interventional therapy for companion on the basis of the control group. Before and after treatment for 1, 2, 4, 6 weekend, both groups were used the Hamilton Anxiety Scale （HAMA） and Depression Scale （HAMD） to assess the situation difference relieve of anxiety and depression. Results The HAMA and HAMD score showed that the observation group had significant efficacy after treatment for 1 weekend which was significantly different compared with the pre - treatment （ P 〈 0. 05 ） ; And the control group had significant difference after treatment for 2 weekend which was also significantly different compared with pre - treatment （ P 〈 0.05 ） ; What＇ s more, the scores and the reduced rate between the two groups after treatment for 1, 2, 4, 6 weekend were all better than the control group which difference between two groups was statistically significant （ P 〈 0. 05 ）. Conelusions Peer interventional therapy used in the treatment of children with anxiety and depression can significantly improve the effect of negative emotions. Its effect is significant which should be introduced in clinical practice.