父母子女教育心理控制和教育方式与独生子女病态人格的关系
부모자녀교육심리공제화교육방식여독생자녀병태인격적관계
Influence of psychological control and educational style of parents on the psychopathic personality of the only child
  • 万方数据
    中国临床康复 중국림상강복
    CHINESE JOURNAL OF CLINICAL REHABILITATION
    2006年 46期 184-186 ,共3页

    肖莉蓉

    초리용

    独生子女%心理%性格 獨生子女%心理%性格
    독생자녀%심리%성격
    背景:目前独生子女存在的心理问题越来越多,对独生子女的教育及独生子女的性格培养就成为了社会关注的话题.目的:分析父母的教育心理控制与养育方式对子女性格形成的影响.设计:简单问卷调查及病例对照观察.单位:武汉大学人民医院精神科心理病房.对象:选择2000-03/2004-04在武汉大学人民医院精神科心理病房收治的60例具有病态人格患者为分析组,诊断标准:符合CCMD-Ⅱ-R标准.排除标准:先天发育不良、外伤后脑组织萎缩及精神发育迟滞等病例.男24例,女36例,年龄6～21岁,平均(14±5)岁.随机抽签法选择附近1所中学、1所小学的60名健康者为对照组,年龄6～21岁,平均(14±5)岁,两组受试对象均对检测项目知情同意.方法:采用岳冬梅等修订的父母养育方式评价量表和于欣等编制的子女教育心理控制源量表及填划"父母调查表",调查内容依两量表标目分3步进行:①运用两量表分别调查独生子女的父母;②统计分析子女教育心理控制与养育方式的相关性;③统计分析养育方式与子女性格形成的相关性.利用父母养育方式评价量表将养育方式分为3个维度:接纳-拒绝、心理自主-心理受控、严厉-放纵.测量时以5种方式编出:①民主方式;②溺爱方式③放纵方式;④苛刻方式;⑤专横方式.运用子女教育心理控制源量表将父母对子女教育心理控制即心理学显效分为5种:①教育成效;②父母的责任;③父母对子女行为和控制;④父母对命运/机遇的迷信;⑤子女对父母生活的控制.对两组受试对象发放问卷120份,每组60份,有效答卷以三联完整且答或划完整为准.主要观察指标:两组受试对象父母养育方式评价量表和子女教育心理控制源量表分析结果.结果:分析组收到有效答卷59份,对照组60份均有效,纳入59例患者和60名健康对照者进入结果分析.①分析组父母以下8组对子女教育心理控制和养育方式的组合(教育成效-放纵、父母责任-严厉、子女控制-受控、子女控制-放纵、父母控制-拒绝、迷信神命-拒绝、迷信神命-受控、迷信神命-放纵)与对照组比较,差异有显著性(P＜0.05～0.01).②分析组中父母养育方式:溺爱方式最多,占47.5%(28/59),其次是放纵(32.2%,19/59),被苛求(13.6%,8/59),民主(5.1,3/59),专横(1.6%,1/59).对照组父母养育方式中,民主方式最多,占85.0%(51/60),其次为溺爱6.7%(4/60),苛求和放纵均占3.3%(2/60),专横方式最少,占1.7%(1/60).结论:父母不同的教育心理控制滋生出不同的养育方式,养育方式的差异对子女病态人格的形成影响很大.溺爱和放纵的教育方式易造成子女的病态人格.
    배경:목전독생자녀존재적심리문제월래월다,대독생자녀적교육급독생자녀적성격배양취성위료사회관주적화제.목적:분석부모적교육심리공제여양육방식대자녀성격형성적영향.설계:간단문권조사급병례대조관찰.단위:무한대학인민의원정신과심리병방.대상:선택2000-03/2004-04재무한대학인민의원정신과심리병방수치적60례구유병태인격환자위분석조,진단표준:부합CCMD-Ⅱ-R표준.배제표준:선천발육불량、외상후뇌조직위축급정신발육지체등병례.남24례,녀36례,년령6～21세,평균(14±5)세.수궤추첨법선택부근1소중학、1소소학적60명건강자위대조조,년령6～21세,평균(14±5)세,량조수시대상균대검측항목지정동의.방법:채용악동매등수정적부모양육방식평개량표화우흔등편제적자녀교육심리공제원량표급전화"부모조사표",조사내용의량량표표목분3보진행:①운용량량표분별조사독생자녀적부모;②통계분석자녀교육심리공제여양육방식적상관성;③통계분석양육방식여자녀성격형성적상관성.이용부모양육방식평개량표장양육방식분위3개유도:접납-거절、심리자주-심리수공、엄려-방종.측량시이5충방식편출:①민주방식;②닉애방식③방종방식;④가각방식;⑤전횡방식.운용자녀교육심리공제원량표장부모대자녀교육심리공제즉심이학현효분위5충:①교육성효;②부모적책임;③부모대자녀행위화공제;④부모대명운/궤우적미신;⑤자녀대부모생활적공제.대량조수시대상발방문권120빈,매조60빈,유효답권이삼련완정차답혹화완정위준.주요관찰지표:량조수시대상부모양육방식평개량표화자녀교육심리공제원량표분석결과.결과:분석조수도유효답권59빈,대조조60빈균유효,납입59례환자화60명건강대조자진입결과분석.①분석조부모이하8조대자녀교육심리공제화양육방식적조합(교육성효-방종、부모책임-엄려、자녀공제-수공、자녀공제-방종、부모공제-거절、미신신명-거절、미신신명-수공、미신신명-방종)여대조조비교,차이유현저성(P＜0.05～0.01).②분석조중부모양육방식:닉애방식최다,점47.5%(28/59),기차시방종(32.2%,19/59),피가구(13.6%,8/59),민주(5.1,3/59),전횡(1.6%,1/59).대조조부모양육방식중,민주방식최다,점85.0%(51/60),기차위닉애6.7%(4/60),가구화방종균점3.3%(2/60),전횡방식최소,점1.7%(1/60).결론:부모불동적교육심리공제자생출불동적양육방식,양육방식적차이대자녀병태인격적형성영향흔대.닉애화방종적교육방식역조성자녀적병태인격.
    BACKGROUND: Recently, psychological problems of only child are increasing rapidly. Therefore, the education and the development of personality of the only-children become a social topic which has attracted a lot of attention.OBJECTIVE: To probe into the influence of parents' educational psychology control and development pattern on children's personality. DESIGN: Simple questionnaire survey and random comparison observation.SETTING: Department of Psychiatry, Renmin Hospital of Wuhan University.PARTICIPANTS: The experiment was carried out in the Psychological Room of Mind Department, Renmin Hospital of Wuhan University from March 2000 to April 2004. Sixty patients with psychopathic personality were selected in this study. Inclusion criteria: All the patients met the demands of CCMD-Ⅱ-R. Exclusion criteria: Patients who had stunted growth, after-injury brain contraction and psychological retardation were excluded. There were 24 males and 36 females aged 6-21 years with the mean age of (14±5)years. Another 60 healthy subjects served as control group were randomly selected from a nearby high school and a primary school. They were 6-21 years old and with the mean age of (14±5) years. In addition, all of them were only-child and consent.METHODS: According to the EMBU revised by Yue Dong-mei and PLOC compiled by Yu Xin and other editors, in the form of doing a questionnaire by patents, the testing was divided into 3 parts: to test the parents of onlychild using the 2 scaling; to analyze the relativity between the psychological control over children and nurturing patter; to analyze the relativity between the nurturing patterns and children's personality. According to the EMBU, the nurturing pattern could be analyzed in three dimensions: accepting to declining, psychologically independent to psychologically controlled and rigorous to indulging. Result in psychology, which was also called parents' psychological control over children falls into 5 categories:① teaching result; ② responsibility of children; ③ how parents treat and control children; ④ whether the parents are superstitious; ⑤ children's control over parents. A total of 120 questionnaires were sent to the two groups, each of them 60 questionnaires. If all the questions were finished,it could be considered a valid questionnaire.MAIN OUTCOME MEASURES: the EMBU and PLOC of the two groups.RESULTS: Among 120 questionnaires, 59 from the analysis group were reclaimed, while 60 from control group were valid. ① Eight items (education result to indulging, responsibility of parents to rigorous pattern, children's control to control over children, children's control to indulging,parents' control over children to declining, superstition and belief in fate to declining, superstition and belief in fate to being controlled, superstition and belief in fate to indulging) were all significant differences in analysis group from those in control group (P ＜ 0.05-0.01). ② Among nurturing patterns, spoiling accounted for 47.5% (28/59), then, indulging for 32.2%(19/59), rigorous for 13.6% (8/59), democratic for 5.1% (3/59) and imperious for 1.6% (1/59) in analysis group; whereas democratic accounted for 85.0% (51/60), then, spoiling for 6.7% (4/60), rigorous and indulging for 3.3% (2/60) and imperious for 1.7% (1/60) in control group.CONCLUSION: Different development pattern is derived from different educational psychology controls. The raising pattern is much relevant to the development of only child's personality.
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