一个指定的以儿童为中心的小组预防计划的有效性比较,针对具有或没有同时出现情绪问题的儿童的破坏性行为问题
Cornelia Beate Siegmund1, Julia Zink2, Patricia Theresa Porst2
1Behavioral Epidemiology, Institute of Clinical Psychology and Psychotherapy, TUD Dresden University of Technology, Chemnitzer Straße 46, 01187, Dresden, Germany. cornelia.siegmund@tu-dresden.de.
BMC psychology
|September 9, 2025
概括
巴吉拉训练有效地减少了儿童的破坏性行为,无论是否同时出现情绪问题或焦虑. 然而,需要单独的干预来解决这些情绪问题.
科学领域:
- 儿童心理学 儿童心理学
- 行为干预 行为干预
- 心理健康研究 心理健康研究
背景情况:
- 破坏性行为和情绪问题,特别是焦虑的同时发生在儿童中很常见.
- 这些同时出现的问题对干预有效性的影响尚不清楚.
研究的目的:
- 评估巴吉拉训练对有或没有共同出现的情绪问题儿童中破坏性行为的有效性.
- 具体评估焦虑对治疗结果的影响.
主要方法:
- 具有破坏性行为的儿童被选为情绪问题,并提供了巴吉拉培训.
- 使用培训前和培训后评估,包括六个月的随访,对组之间的有效性进行了比较.
- 线性混合效应模型分析了破坏性行为,情绪问题和焦虑的结果.
主要成果:
- 巴吉拉训练同样改善了有或没有共同发生的情绪问题儿童的破坏性行为.
- 破坏性行为的训练有效性不受基线焦虑水平的影响.
- 虽然情绪问题和焦虑症的改善很小,但"强项和困难问卷"的情绪问题得分在有同时出现问题的儿童中显著下降.
结论:
- 同时出现的情绪问题和焦虑不会降低对破坏性行为的巴吉拉训练的有效性.
- 额外的有针对性的干预措施是必要的,以解决情绪问题和焦虑与破坏性行为的同时.
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