牙科焦虑症患者心理干预的疗效分析

为了探讨心理诱导对牙科焦虑（dental anxiety,DA）患者治疗的影响,采用焦虑自评量表及汉密顿焦虑量表对门诊就诊患者进行焦虑调查,筛选出伴焦虑者82例,随机分为两组,分别进行心理干预治疗和一般治疗,并对数据进行统计分析。结果显示,心理诱导指导组与时照组相比较焦虑水平明显降低,患者无论在完成第一次治疗还是复诊情况均优于对照组（P〈0．01）。提示心理干预对DA患者治疗有显著效果。     

晚期喉癌患者的个体化治疗和心理干预

晚期喉癌患者往往伴有严重的心理负担。这种负性心理状态因疾病的特殊性以及患者本身个体就医背景的差异而产生有别于其他癌症的个体特征。把握患者的个体负性心理状态,运用相应的心理干预措施,使患者的期望和医生的治疗目的趋向统一,将有助于晚期喉癌个体化治疗模式的有效实施。     

心理性胰岛素抵抗及应对策略

糖尿病易导致严重的慢性并发症,已成为影响人们生活质量的一种常见疾病。早期应用胰岛素是使2型糖尿病患者血糖得到良好控制、减少并发症发生的有效手段。但许多患者不愿接受或延迟胰岛素治疗。本文旨在探讨胰岛素应用过程中患者及医护人员存在的心理障碍,即心理性胰岛素抵抗,并进一步阐述其应对策略。     

A randomised controlled trial of the effectiveness of writing as a self-help intervention for traumatic injury patients at risk of developing post-traumatic stress disorder

The study investigated the effects of writing and self-help information on severity of psychological symptoms in traumatic injury patients at risk for developing post-traumatic stress disorder (PTSD). Patients attending Accident and Emergency (A & E), were screened for Acute Stress Disorder and randomised to an information control group (n = 36) or a writing and information group (n = 31). Participants in both groups received an information booklet one-month post-injury. Participants in the writing group also wrote about emotional aspects of their trauma during three 20-min sessions, five to six weeks post-injury. Psychological assessments were completed within one month and at three and six months post-injury. There were significant improvements on measures of anxiety, depression and PTSD over time. Differences between groups on these measures were not statistically significant. However, subjective ratings of the usefulness of writing were high. In conclusion, the results do not currently support the use of writing as a targeted early intervention technique for traumatic injury patients at risk of developing PTSD.     

Brief experimental analysis of early reading interventions

The purpose of this study was to investigate how brief experimental analyses (BEAs) could be used to identify effective interventions for Kindergartners (2 girls and 2 boys, 5 years and 7-10 months old) with low performance and/or growth slope in letter sound fluency (LSF). Interventions were tested within a multielement design with brief mini-reversals until an intervention yielding at least 20% improvement on a specific subskill measure or a curriculum-based measure of LSF was identified. BEA-identified interventions were implemented one-on-one for 5 to 9 weeks. A multiple-baseline design across participants showed large intervention effects (average adjusted d = 2.4) on general outcome measures, supporting treatment validity of BEAs. Findings extend the BEA literature to younger participants, early reading interventions, and early reading measures.     

Stepping Stones Triple P: An RCT of a Parenting Program with Parents of a Child Diagnosed with an Autism Spectrum Disorder

Whilst the Triple P Positive Parenting Program has a large evidence base (Sanders, Clinical Child and Family Psychology Review 2:71–90, 1999; Sanders, Journal of Consulting and Clinical Psychology 68:624–640, 2000) and preliminary evidence indicates that Stepping Stones Triple P is also efficacious (Roberts, Journal of Clinical Child and Adolescent Psychology, 35(2):180–193, 2006), to date Stepping Stones has not been evaluated with the ASD population. Fifty-nine families with a child with ASD aged between 2 and 9 participated in this randomized controlled trial. The results demonstrate significant improvements in parental reports of child behaviour and parenting styles with the treatment effects for child behaviour, parental over reactivity and parental verbosity being maintained at follow-up 6 months later. Further, the results suggest significant improvements in parental satisfaction and conflict about parenting as well as a sleeper effect for parental efficacy. The results indicate that Stepping Stones Triple P is a promising intervention for parents of children with ASD. Limitations and future research are also addressed.     

School‐based integrated and segregated interventions to reduce aggression

The goal of the study was to assess two types of school‐based interventions—a class intervention (integrated) and a small group counseling (segregated) intervention for highly aggressive children—and to determine which is more efficacious in reducing individual and classroom aggression, lessening internalizing and externalizing behavior, and increasing positive classroom relationships. The study, conducted in Israel, included 904 children from 13 schools. In each school, one age level was selected and divided randomly into three experimental conditions: psychoeducational class intervention, small group counseling, and control. In all classrooms, the highly aggressive children were identified a priori (n=166). Analyses were conducted separately for the aggressive children and their nonaggressive classmates, in a nested procedure (mixed models). Results showed similar positive outcomes on all variables in both treatment groups, and higher compared with the control group. The discussion focuses on the strengths of each type of intervention. Aggr. Behav. 35:342–356, 2009. © 2009 Wiley‐Liss, Inc.     

Performance Indicators in Math: Implications for Brief Experimental Analysis of Academic Performance

Brief experimental analysis (BEA) can be used to specify intervention characteristics that produce positive learning gains for individual students. A key challenge to the use of BEA for intervention planning is the identification of performance indicators (including topography of the skill, measurement characteristics, and decision criteria) that meaningfully relate to longer term success in the learning environment. This study investigates the utility of various curriculum-based assessment and measurement estimates of mathematics performance for predicting functional outcomes (i.e., retention of learned skills over time and faster learning of related content in the future). All children in grades 2–5 at the participating school participated in protocol-based computational fluency-building intervention 4 days per week for an entire school year. Specific criteria were applied each week to systematically increase intervention difficulty classwide according to a pre-established sequence of computational skill objectives. Three measurements were routinely obtained. Each week children completed a timed probe of the skill for which intervention was currently occurring and a timed probe of previously mastered skills from the sequence of computational skill objectives. Each month, all children completed a timed probe of mathematics skills representing computational skills that students were expected to master by year’s end at each grade level. At all grade levels, learning a skill that appeared early in the hierarchy or sequence of skills related positively to learning of future related and more complex computational skills. Fluency criteria were specified that predicted retention of the skill over several months.     

Improving the Social-Behavioral Adjustment of Adolescents: The Effectiveness of a Social Skills Group Intervention

We evaluated the efficacy of a social skills training intervention designed to improve adolescents’ social, emotional and behavioral adjustment, Social Skills Group Intervention-Adolescent (S.S.GRIN-A). Seventy-four adolescents (ages 13–16 years) and their parents were randomly assigned to either the treatment group (N = 40) or a wait-list control group (N = 34). Adolescents in the treatment and control groups were compared on global self-concept, social self-efficacy, internalizing problems, and externalizing problems pre- and post-intervention. Youth in the treatment group demonstrated enhanced global self-concept, increased social self-efficacy, and decreased internalizing problems as compared to youth in the control group. No differences in externalizing behavior were found. We discuss the effectiveness of S.S.GRIN-A as a general program designed for addressing a range of adjustment issues and social skill deficits in adolescents.     

俄勒冈社会学习中心反社会行为预防与干预研究述评

简要回顾了美国俄勒冈社会学习中心的发展历程,重点介绍了该机构的主要研究课题内容和研究成果。该中心在应用研究领域,主要是针对问题儿童在课堂场景及其家中进行干预。其基础性研究致力于家庭、同伴以及社会背景对青少年行为发展模式的长期影响。俄勒冈社会学习中心针对青少年开展的早期经验、应激神经生理学和病原学的研究,以及以家庭、学校、福利制度、司法制度等背景开展的对收养家庭养育、受虐孩子、受监禁父母的孩子、问题青少年反社会行为的预防与干预研究对我国青少年的干预研究都富有借鉴意义