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目的探讨学前教育与乙型肝炎表面抗原(HBsAg)阳性儿童心理行为的关系,为制定干预措施提供依据。方法采用中国8~12岁儿童气质量表(Chinese school children temperament scale,CSTS)和Achenbach儿童行为量表(Child BehaviorChecklist,CBCL)以及自制的儿童基本情况调查表,对57例未接受过学前教育和45例接受过学前教育的HBsAg阳性儿童进行测试和比较,并收集患儿的健康状况等信息。结果1未接受过学前教育的HBsAg阳性儿童在节律性、趋避性、心境和持久性等4个气质维度得分明显高于接受过学前教育的HBsAg阳性儿童,差异存在非常显著性或显著性(P<0.01或P<0.05);2在退缩、焦虑/抑郁、注意问题、攻击性行为、内向性行为和行为问题总分等行为因子得分明显高于接受过学前教育的HBsAg阳性儿童,差异存在非常显著性(P<0.01)。结论未接受过学前教育的HBsAg阳性儿童存在更多的心理行为问题。建议开设幼儿园,专门接受这些HBsAg阳性儿童,促进其身心健康成长。
Objective To explore the relationship between pre-school education and psychological behavior of children with hepatitis B surface antigen (HBsAg) -positive, and to provide basis for making interventions. Methods Using the Chinese children’s temperament scale (CSTS) and Achenbach’s Child Behavior Checklist (CBCL), and the self-made questionnaire of children’s basic condition, 57 children who did not receive pre-school education and 45 cases of HBsAg-positive children who had received pre-school education were tested and compared, and children’s health information was collected. Results 1 The HBsAg-positive children who did not receive pre-school education had significantly higher scores on the four temperamental dimensions of rhythm, avoidance, mood and persistence than HBsAg-positive children who received pre-school education, and the difference was significant or significant (P <0.01 or P <0.05) .2 The scores of behavior factors such as withdrawal, anxiety / depression, attention problems, aggressive behavior, introverted behavior and behavioral problems were significantly higher than those of HBsAg-positive children who received preschool education Significance (P <0.01). Conclusion There is more psychological behavior problems in HBsAg positive children who have not received pre-school education. It is recommended to set up kindergartens to specifically accept these HBsAg-positive children and promote their physical and mental health.