CAJ | 학술논문

目的：对学龄前儿童焦虑的早期干预效果进行评价。方法将Spence学龄前儿童焦虑量表得分≥48分的儿童，随机分为干预组和监测组。干预组对患儿家长在10周时间内共进行6次集体教育课程，讲解对儿童焦虑的管理，监测组只进行随访。所有受试儿童在第3个月、6个月、1年、1年半时分别用量表再次进行测评，比较两组间的差异。结果在3个月、6个月、1年、1年半时干预组量表得分持续降低，与监测组比较差异均有统计学意义(P<0.05)。结论早期对学龄前焦虑儿童的父母进行短期教育课程培训，可有效缓解儿童焦虑症状并具有远期效果。
목적：대학령전인동초필적조기간예효과진행평개。방법장Spence학령전인동초필량표득분≥48분적인동，수궤분위간예조화감측조。간예조대환인가장재10주시간내공진행6차집체교육과정，강해대인동초필적관리，감측조지진행수방。소유수시인동재제3개월、6개월、1년、1년반시분별용량표재차진행측평，비교량조간적차이。결과재3개월、6개월、1년、1년반시간예조량표득분지속강저，여감측조비교차이균유통계학의의(P<0.05)。결론조기대학령전초필인동적부모진행단기교육과정배훈，가유효완해인동초필증상병구유원기효과。
Objective To evaluate the effect of early intervention in preschool children anxiety. Methods Children with Spence anxiety preschool scale score≥48 points were randomly divided into the intervention group and monitor group. The parents of children in intervention group were educated with a total of 6 collective curriculum of children's anxiety management, while the monitor group were followed up only. All the children were evaluated by scale on the third month, sixth month, one year and one and a half years respectively, and then the differences of the two groups were compared. Results The average score of the intervention group decreased continuously on the third month, sixth month,one year and one and a half years,and the differences of the two groups were statistically significant(P<0.05). Conclusion Early short-term education for parents can relieve their preschool children's anxiety effectively with long term effect.