共情训练对青少年精神分裂症患者共情能力的影响

Effect of empathy training on empathy ability in adolescents with schizophrenia

目的：探讨共情训练对青少年精神分裂症患者共情能力的干预效果。方法：选取安徽省精神卫生中心住院及门诊的青少年精神分裂症稳定期患者70例（年龄13～18周岁）,分为共情训练组（n=35）和对照组（n=35）,有效样本分别为23、29人。共情训练组接受认知、情感和行为方面的共情能力训练,每周2次,每次2 h,共5周;对照组进行5周的健康宣教。在基线和5周干预后,使用人际反应指针量表（IRI-C）、眼区基本情绪识别任务（EBEDT）、失言识别测验（FPR）评估干预效果。结果：共情训练组5周干预后EBEDT总分及“恐”和“悲”分测验得分、失言相关问题总分及“识别失言”和“理解失言”分测验得分均高于基线水平（均P〈0.05）。组间干预前后得分差值比较结果显示,共情训练组的“恐”、“悲”、失言相关问题总分、“识别失言”和“理解失言”得分差值均高于对照组（均P〈0.05）。结论：青少年精神分裂症患者的共情能力通过共情训练后有所提高。

Objective： To explore the effects of the empathy training on empathy ability in adolescents with schizophrenia. Methods： Totally 70 patients aged 13 - 18 years old were collected and divided into empathy training group and control group, with 35 patients in each group （23 of empathy training group and 29 of control group ef- fective samples at last）. Empathy training group was intervened by using an empathy training program for 5 weeks （twice per week, 2 h each time）, including cognitive, affective and behavioral training. Control group was been in- tervened by lecture classes. All patients were assessed with the Chinese version of Interpersonal Reactivity Index （IRI-C）, Eye Basic Emotion Discrimination Task （EBEDT）, and Faux Pas Recognition （FPR） at baseline and 5 weeks after the intervention. Results：In the empathy training group, EBEDT total scores, and ＂fear＂ and ＂sad＂ sub- scores, FPR total score and ＂recognition faux pas＂ and ＂understanding faux pas questions＂ subscores were higher at baseline than at 5 weeks after the intervention （Ps 〈 0. 05）. The score difference between pre-assessment and postassessment of ＂fear＂,＂ sad＂ , FPR total score, ＂recognition faux pas＂ and ＂understanding faux pas questions＂ were higher in the empathy training group than in the control group （Ps 〈 0. 05）. Conclusion： It suggests that empathy of adolescents with schizophrenia could be improved by training.