学习障碍儿童的自我意识分析

Analysis of self-concept of children with learning disorders

目的调查学习障碍儿童自我意识水平并分析其原因,为治疗学习障碍儿童提供依据。方法对2014年12月-2016年12月到东莞市妇幼保健院儿童保健科诊断学习障碍儿童112例,其中男91例、女21例,平均年龄(11.2±0.6)岁,采用Piers-Harris儿童自我意识量表进行自我意识水平评估,并与健康儿童全国常模进行对照分析。结果经过比较学习障碍儿童在行为(t=5.88,P<0.001)、智力与学校(t=5.78,P<0.001)、躯体外貌(t=4.46,P<0.001)、焦虑(t=6.79,P<0.001)、合群(t=4.55,P<0.001)、幸福与满分(t=2.96,P<0.05)以及总分(t=29.58,P<0.001)均低于常模组,差异有统计学意义(P<0.05)。结论学习障碍儿童自我意识水平比同龄正常儿童偏低,容易出现不良行为问题及情绪问题,影响学业。应加强自我意识的培养,促进学习障碍儿童的身心健康发展。

Objective To explore the self-concept level of children with learning disorders （ LD）, and provide evidences for treating LD. Method During Dee. 2014 to Dec. 2016, 112 children who were diagnosed learning disorders were selected, and 91 of the children were boys and 21 were girls, the average age was 11.2 ± 0.6, they were selected in department of child care, Dong guan Maternity and Child Health Care Hospital. Piers Harris Children self-concept Scale （PHCSS） was applied to evaluate their self- concept and compared the result with national norm of normal children. Result Compared with children in normal group, the children with LD had lower levels in behavior, intelligence, body figure, anxiety, gregariousness, happiness and total scores, factors of PHCSS LD children scored lower than normal children, and the difference were statistical significant. Conclusion The levels of self-concept of children with LD were significantly lower than normal children, the children with LD can appear misconduct and emotional problem which can effect on their learning. It should be strengthen their self-coneept, and improve their psychological health.