聋生人际自立与抑郁的关系及教育对策  

The Relationship Between Interpersonal Self-support and Depression of Deaf Students and Educational Countermeasures

作　　者：张倩[1] 李欢[2] 

机构地区：[1]石家庄市特殊教育学校,石家庄050000 [2]西南大学教育学部特殊教育学院,重庆400715

出　　处：《现代特殊教育》2017年第2期43-49,共7页Modern Special Education

基　　金：2014年国家社科基金青年项目"汉语儿童语言能力评估体系与语言治疗模式的循证研究"(项目批准号:14CYY014);2013年教育部人文社会科学研究一般项目"不同语境下中度智力落后儿童语用特点与干预策略FSC主题互动游戏研究"(项目批准号:13XJC880005);2016年中央高校基本业务费专项资金资助重点项目(项目批准号:SWU1609119)的阶段性成果

摘　　要：为了解聋生人际自立和抑郁状况及两者之间的关系,采用青少年学生人际自立量表(ISSS-AS)和自评抑郁量表(SDS)对河北、四川两地205名聋生及225名健听生进行测查。结果表明:(1)与健听生相比,聋生在人际自立的多个维度得分均较低,且两者存在显著差异;聋生的抑郁分数要高于健听生,两者存在显著差异。(2)聋生和健听生人际自立的5个维度均与抑郁呈显著相关。(3)进一步回归分析表明,聋生人际自立的多个维度均能显著预测抑郁。在此基础上,提出了相关建议。Based on the Interpersonal Self-support Scale of Adolescent Students （ISSS-AS）and the Self-Report Depression Scale （ SDS）, 205 deaf students and 225 normal students from Hebei and Sichuan were tested to define the deaf students＇ interpersonal self-support, depression condition and their relationship. The results show the following ： （ 1 ） compared with normal students, deaf students＇ scores are lower on most factors of ISSS-AS, and the two shows significant differences; deaf students＇ depression scores are higher than those of normal students, the two also shows significant differences. （2） the ISSS-AS＇ five factors and depression are significantly related both to deaf and normal students. （3） depression could be significantly predicted by most factors of ISSS- AS.

关 键 词：聋生 人际自立 抑郁 

分 类 号：G762[文化科学—特殊教育学]