不同康复训练模式对孤独症儿童母亲亲职压力的影响  

Influence of different training mode on the parenting stress in mothers of children with autism

作　　者：秦秀群[1] 陈妙盈[2] 曾锦[2] 唐春[2] 

机构地区：[1]中山大学附属第三医院护理部,广州510630 [2]中山大学附属第三医院儿童行为发育中心,广州510630

出　　处：《中国实用护理杂志》2017年第14期1089-1092,共4页Chinese Journal of Practical Nursing

基　　金：中山大学附属第三医院2014年度护理科研基金资助项目（201404）

摘　　要：目的探讨不同康复训练模式对孤独症儿童母亲亲职压力的影响。方法选取初次确诊的孤独症儿童的母亲46名作为研究对象，按照家长意愿分为联合训练组和对照组各23名。联合训练组儿童参加机构结构化教育联合家庭康复训练，对照组儿童单纯参加机构结构化教育训练，康复训练时间均为1年，比较2组儿童母亲训练前和训练后的亲职压力指标简表评分。结果训练前，对照组亲职愁苦、亲子互动失调、困难儿童和亲职压力总分得分分别为（37．7±5．6）、（35．4±4．1）、（38．3±5．4）、（111．3±10．5）分；联合训练组分别为（37．9±5．8）、（34．7±4．3）、（38．8±4．9）、（112．1±9．3）分；2组比较差异无统计学意义（t=0．155～0．531，均P〉0．05）。训练后，对照组亲职愁苦、亲子互动失调、困难儿童和亲职压力总分得分分别为（34．0±3．4）、（30．7±2．8）、（34．3±2．2）、（99．0±4．7）分；联合训练组分别为（34．3．4-3．7）、（28．7±3．1）、（31．1±2．4）、（94．1±6．8）分，联合训练组母亲亲子互动失调、困难儿童维度得分和亲职压力总分均低于对照组，差异有统计学意义（t=-2．340、-4．595、-2．890，均P〈0．05），而在亲职愁苦维度得分差异无统计学意义（t=0．236，P〉0.05）；联合训练组和对照组组内比较，训练后母亲亲职压力各维度得分和总分均低于训练前（联合训练组t=3．562—7．925；对照组t=2．534～4．768，均P〈0.05）。结论机构结构化教育联合家庭康复训练模式可降低孤独症儿童母亲的亲职压力，适合临床推广应用。Objective To explore the influence of different training mode on the parenting stress in mothers of children with autism. Methods According to the wishes of parents, 46 children with autism by first diagnosed and their mothers were divided into combination training group （23 cases） and control group （23 cases）. The children in combination training group received a family rehabilitation training besides the structured institution-based teaching programme, and the children in control group only received the structured institution-based teaching programme. Comparisons were made between the two groups by the Parenting Stress Index-Short Form score after 1 year teaching. Results Before teaching, the domain score of parental distress, parent-child dysfunctional interaction, difficult child and total score of parenting stress were （37.7 ± 5.6）, （35.4 ±4.1）, （38.3 ±5.4）, （111.3 ± 10.5） points in control group, while those were （37.9±5.8）, （34.7±4.3）, （38.8±4.9）, （112.1±9.3） points in combination training group. There was no significant difference between two groups（t=0.155-0.531, all P 〉 0.05）. After 1 year teaching, the domain score of parental distress, parent-child dysfunctional interaction, difficult child and total score of parenting stress were （34.0±3.4）, （30.7±2.8）, （34.3±2.2）, （99.0±4.7） points in control group, while those were （34.3±3.7）, （28.7±3.1）, （31.1±2.4）, （94.1±6.8） points in combination training group. The combination training group reported a lower level than control group in the domains score of parent-child dysfunctional interaction, difficult child and total score of parenting stress （t= -2.340, -4.595, -2.890, all P〈0.05）, while the domain score of parental distress had no significant difference （t= 0.236, P 〉 0.05）.Both two groups after 1 year teaching, mothers of children with autism experienced a lower level in all the domains and the total score of parenting stress than before teaching（c

关 键 词：孤独性障碍儿童 亲职压力 训练模式 

分 类 号：R473.74[医药卫生—护理学]