教育生物学杂志
教育生物學雜誌
교육생물학잡지
2015年
1期
1-3
,共3页
注意缺陷多动障碍%儿童%青少年%医教结合%干预
註意缺陷多動障礙%兒童%青少年%醫教結閤%榦預
주의결함다동장애%인동%청소년%의교결합%간예
attention-deficit hyperactivity disorder%child%adolescent%medical service and education partnership%intervention
注意缺陷多动障碍（attention-deficit hyperactivity disorder, ADHD）在儿科临床上属于高发病率﹑低严重度的神经发育障碍,对儿童青少年的危害颇大。临床面临的挑战是家庭对儿童的药物治疗顾虑重重。我们采用医教结合的方式,将理念变行动,强调“4W”要素,开辟医教结合双通道,建立医教结合临床途径,通过医院对父母的培训及学校与医师的结对,加强学校转介﹑参与﹑研究和教学实践。在该模式下,医师走进学校进行ADHD的公众宣传,诊治中获取教师的信息反馈,并将行为治疗的基本方法融入对儿童的教育中；教师可协助医师提高诊断的客观性和准确性,参与父母培训,并开展对家庭的教育咨询；家长能密切配合治疗,提高家庭教育质量；而儿童青少年本人则在积极治疗中改善学习﹑情绪﹑交流和社会适应性,提高生活质量。
註意缺陷多動障礙（attention-deficit hyperactivity disorder, ADHD）在兒科臨床上屬于高髮病率﹑低嚴重度的神經髮育障礙,對兒童青少年的危害頗大。臨床麵臨的挑戰是傢庭對兒童的藥物治療顧慮重重。我們採用醫教結閤的方式,將理唸變行動,彊調“4W”要素,開闢醫教結閤雙通道,建立醫教結閤臨床途徑,通過醫院對父母的培訓及學校與醫師的結對,加彊學校轉介﹑參與﹑研究和教學實踐。在該模式下,醫師走進學校進行ADHD的公衆宣傳,診治中穫取教師的信息反饋,併將行為治療的基本方法融入對兒童的教育中；教師可協助醫師提高診斷的客觀性和準確性,參與父母培訓,併開展對傢庭的教育咨詢；傢長能密切配閤治療,提高傢庭教育質量；而兒童青少年本人則在積極治療中改善學習﹑情緒﹑交流和社會適應性,提高生活質量。
주의결함다동장애（attention-deficit hyperactivity disorder, ADHD）재인과림상상속우고발병솔﹑저엄중도적신경발육장애,대인동청소년적위해파대。림상면림적도전시가정대인동적약물치료고필중중。아문채용의교결합적방식,장이념변행동,강조“4W”요소,개벽의교결합쌍통도,건립의교결합림상도경,통과의원대부모적배훈급학교여의사적결대,가강학교전개﹑삼여﹑연구화교학실천。재해모식하,의사주진학교진행ADHD적공음선전,진치중획취교사적신식반궤,병장행위치료적기본방법융입대인동적교육중；교사가협조의사제고진단적객관성화준학성,삼여부모배훈,병개전대가정적교육자순；가장능밀절배합치료,제고가정교육질량；이인동청소년본인칙재적겁치료중개선학습﹑정서﹑교류화사회괄응성,제고생활질량。
Attention-deficit hyperactivity disorder (ADHD) is a chronic neurodevelopmental disorder pertaining to the diseases with high incidence but low severity in the pediatric clinics, that causes various functional impairment. One challenge in the pediatric practice is family’s concerns about the medication used to treat ADHD in children or adolescents. We adopt an approach that combines clinical practice with medical education to putting the idea into the action. While stressing the elements of “4W”, we open up the dual channels between medicine and education, establish a medical education system to strengthen school referrals, participation, research and teaching practice through parents training provided by hospitals and partnerships between schools and physicians. This model allows the physician to provide public medical education of ADHA in schools, receive feedback from teachers during the course of diagosis and treatment, while intergrate basic methods of therapy into chlid education. Teachers may help physicians improve the objectivity and accuracy of diagnosis, participate parent training and family counseling. Parents may cooperate closely with treatment plan, improve the quality of family education; meanwhile during active treatment child and adolescent himself may improve his learning, emotion, communication and social adaptability, and overall quality of life.
