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目的分析青少年学校适应障碍三维人格特征与家庭教养方式及其相互关系,为进行相应的干预提供措施。方法采用三维人格问卷(Tridimensional Personality Questionnaire,TPQ)、父母养育方式问卷(Egma Minnen av Bardndosnauppforstran,EMBU)对温州医学院附属第一医院精神卫生科就诊的30例门诊适应障碍青少年及30名正常青少年进行人格评定及父母养育方式评定,并用独立样本的t检验对两组的(得分)结果进行比较,采用Pearson相关系数分析两者之间的相关性。结果适应障碍组在NS1,HA,HA1,HA2,HA3,HA4上的得分均高于对照组,在RD2、RD3维度上的得分低于对照组,差异均有统计学意义(P值均<0.05);适应障碍组在F2,F3,F4,F5,M3,M5因子上的得分均高于对照组,在F1因子上的得分低于正常对照组,差异有统计学意义(P<0.05);三维人格特征中的猎奇性(NS)与M1呈负相关,躲避伤害性(HA)与F1呈负相关,躲避伤害性(HA)与F5,M3,M5均呈正相关,差异均有统计学意义(P值均<0.05);男生组在NS3,HA,HA1,M5上的得分均低于女生组;在RD,RD1,M5上的得分均高于女生组(P值均<0.05)。结论适应障碍学生具有对环境刺激的敏感性、对压力回避性、比较孤僻、缺乏耐力等人格特点;适应障碍学生父母教养方式不合理,人格特征与父母教养方式有关。男、女生有不同的三维人格特征。
Objective To analyze the relationship between the three-dimensional personality traits and family rearing patterns of adolescents with school-based adaptability and to provide corresponding measures for intervention. Methods Thirty outpatient adolescents with ADHD and 30 normal adolescents treated by Mental Health Division of the First Affiliated Hospital of Wenzhou Medical College were enrolled in this study using the Tridimensional Personality Questionnaire (TPQ) and the Egna Minna av Bardndosnauppforstran (EMBU) Personality assessment and parental rearing were evaluated. The independent samples’ t-test was used to compare the scores of the two groups. Pearson correlation coefficient was used to analyze the correlation between the two groups. Results The scores of NS1, HA, HA1, HA2, HA3 and HA4 in ADHD group were higher than those in control group, and the scores in RD2 and RD3 dimensions were lower than those in control group (P <0.05) ). The scores of F2, F3, F4, F5, M3 and M5 in ADHD group were higher than those in control group, and the scores in F1 factor were lower than those in control group (P <0.05). Three-dimensional personality traits of hunger (NS) and M1 were negatively correlated, avoidance injury (HA) and F1 was negatively correlated, avoidance injury (HA) and F5, M3, M5 were positively correlated, the difference was statistically significant (P <0.05). The scores of boys on NS3, HA, HA1 and M5 were all lower than those on girls. The scores on RD, RD1 and M5 were higher than those on girls (P <0.05). Conclusion Students with ADHD have sensitivity to environmental stimuli, personality traits such as stress avoidance, withdrawn and lack of endurance. Students with ADHD have unreasonable parenting styles and personality traits. Men and girls have different three-dimensional personality traits.