Objective To explore the effectiveness of the psychological crisis intervention training to improve school-age children's emotional,behavioral,and interpersonal problems. Methods The psychological crisis intervention training was implemented on 383 school-age children,whose parent and teacher completed the Strengths and Difficulties Questionnaire (SDQ,parent and teacher version) respectively at baseline,3 months follow-up and 6 months follow-up,and then compared the differences of the scores. Results The scores of Hyperactivity Scale in SDQ(parent and teacher version) and total difficulties in SDQ (teacher version) at 3 months follow-up was lower than that at baseline (P<0.05),and the score at 6 months follow-up was further lower than that at 3 months follow-up (F=28.14~87.53,P<0.05).The score of total difficulties in SDQ (parent version) at 3 months follow-up and 6 months follow-up were both significantly lower than that at baseline (F=8.11,P<0.05).The score of Prosocial Scale in SDQ (teacher version) at 3 months follow-up was significantly higher than baseline,and the score at 6 months follow-up was further higher than 3 months follow-up (F=27.99,P<0.05). Conclusion The psychological crisis intervention training can improve children's emotional,behavioral and interpersonal problems.
Key words
school-age children /
psychological crisis intervention /
Strengths and Difficulty Questionnaire
{{custom_sec.title}}
{{custom_sec.title}}
{{custom_sec.content}}
References
[1] American Psychiatric Association.Diagnostic and statistical manual of mental disorders,(DSM-5)[M].American Psychiatric Pub,2013.
[2] Copeland-Linder N.Posttraumatic stress disorder[J].Pediatrics in Review,2008,29(3):103-104.
[3] Rolfsnes ES,Idsoe T.School-based intervention programs for PTSD symptoms:A review and meta-analysis[J].Journal of Traumatic Stress,2011,24(2):155-165.
[4] 寇建华,杜亚松,夏黎明.儿童长处和困难问卷 (父母版) 上海常模的信度和效度[J].上海精神医学,2005,17(1):25-28.
[5] 杜亚松,寇建华,王秀玲,等.长处和困难问卷研究[J].心理科学,2007,29(6):1419-1421.
[6] Blaustein ME,Kinniburgh KM.Treating traumatic stress in children and adolescents:How to foster resilience through attachment,self-regulation,and competency[M].Guilford Press,2010.
[7] Shapiro LE,Sprague RK.The relaxation and stress reduction workbook for kids:help for children to cope with stress,anxiety,and transitions[M].New Harbinger Publications,2009.
[8] Sharp C,Croudace TJ,Goodyer IM,et al.The Strengths and Difficulties Questionnaire:Predictive validity of parent and teacher ratings for help-seeking behaviour over one year[J].Educational and Child Psychology,2005,22(3):28-44.
[9] Stone LL,Otten R,Engels RC,et al.Psychometric properties of the parent and teacher versions of the strengths and difficulties questionnaire for 4-to 12-year-olds:a review[J].Clinical Child and Family Psychology Review,2010,13(3):254-274.
PDF(535 KB)
