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1.
精神分裂症患者拒绝服药分析及护理 总被引：2，自引：0，他引：2
目的：探讨精神分裂症患者拒绝服药形式、原因及应采取相应的护理对策．方法：对2002年1月～12月住院的精神分裂症患者从精神症状、担心药物副反应等方面分析拒绝服药的原因。结果：精神分裂症拒绝服药中，女性多于男性，文化低者较文化高者常见．自知力缺乏者是精神分裂症拒绝服药的首位原因，其次为担心药物副反应、妄想、幻觉等；男性以直接拒绝服药者多见，女性则以间接拒绝服药者常见。结论：针对精神分裂症患者拒绝服药的不同原因、形式采取不同的护理对策。 相似文献
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目的:检验精神分裂症患者的HRQoL是否存在性别差异,并探讨性别与精神分裂症症状和HRQoL之间的关系。方法:选择2020年6月至2022年4月来本院门诊接受治疗的1315名精神分裂症患者为研究对象,用PANSS量表进行症状评估,用SF-36、EQ-5D及SQLS进行HRQoL相关评估,并对影响HRQoL的症状的性别差异进行比较。结果:PANSS焦虑抑郁症状、阳性症状、阴性症状与HRQoL之间的相关性较高。女性中,较高的阴性症状评分和焦虑抑郁症状评分与较高的SQLS、较低的SF-36、EQ-5D评分相关;在男性中,较高的阳性症状评分和焦虑抑郁症状评分与较高的SQLS、较低的SF-36、EQ-5D评分相关。结论:男性精神分裂症患者的HRQoL要高于女性。阴性症状、焦虑抑郁症状对女性HRQoL影响较大,阳性症状、焦虑抑郁症状对男性HRQoL影响较大。 相似文献
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申忠 《河北北方学院学报(医学版)》1994,(3)
对30例怀疑为冠心病而无典型临床表现及心电图异常的患者作了潘生丁试验(简称DP-T)。阳性12例,可疑阳性10例,阴性8例。并对阳性及可疑阳性进行追踪观察,一年内12例阳性患者中有6例出现典型心绞痛症状及(或)心电图改变占50％。2年内12例阳性患者中有9例出现典型心绞痛症状及(或)心电图异常占75％。10例可疑阳性中,2例出现典型心绞痛症状,8例阴性中未出现典型心绞痛发作或心电图改变。 相似文献
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目的：研究复方玄驹胶囊联合宁泌泰胶囊对前列腺炎相关的性功能障碍的治疗价值．方法：选择符合美国国立卫生研究院（NIH）诊断标准的伴有性功能障碍的前列腺炎患者144例,随机分组对照研究．对照组70例,抗生素等常规治疗;干预组74例,复方玄驹胶囊和宁泌泰胶囊联合治疗．采用慢性前列腺炎症状指数（CPSI）评分、前列腺炎相关的性功能障碍评分表（PSFI）~分和焦虑自评量表（SAs）评分进行治疗前后的分析比较．结果：前列腺炎相关的性功能障碍与前列腺炎症状程度无相关·t#-;治疗后干预组前列腺炎症状及性功能改善程度明显优于对照组（P〈0．05）．结论：复方玄驹胶囊与宁泌泰胶囊联合应用可以明显改善前列腺炎症状及与之相关的性功能障碍．其治疗具有一定的针对性． 相似文献
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目的:探讨帕利哌酮与奋乃静治疗老年期精神分裂症的临床疗效、安全性及依从性.方法:将40例老年期精神分裂症的门诊或住院患者,随机分为两组,分别使用帕利哌酮与奋乃静治疗,疗程24周.采用阳性与阴性症状量表(PNASS)评定疗效,副反应量表(TESS)评定不良反应.结果:两药对老年期精神分裂症的疗效相当,两者比较差异无显著性(P>0.05);在不良反应方面,以帕利哌酮表现轻微,两者比较差异有显著性(P<0.05～0.01).结论:帕利哌酮对老年期精神分裂症有肯定的疗效,且安全性高,依从性好. 相似文献
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通过从自身因素、环境因素两个方面对脑卒中发病率做出回归分析和比较．运用数据统计与处理、单因素相关和回归分析法,并利用Eviews软件进行求解．由于本问题的数据比较庞大,具有隐藏性,先对数据进行预处理,从中提取与问题相关的因素,然后利用回归分析法确定各因素对发病率的影响,从而建立脑卒中发病因素分析与干预的回归模型． 相似文献
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目的:探讨高强度间歇运动(HIIT)对长期住院男性精神分裂症患者的精神症状及康复疗效的影响。方法:将58名长期住院男性精神分裂症患者便利抽样分为对照组、研究组,研究组开展HIIT,共6个月。结果:两组患者的阳性和阴性症状评定量表(PANSS)、住院精神病人康复疗效评定量表(IPROS)、卡尔加里精神分裂症抑郁量表(CDSS)评分显著降低。患者CDSS 、IPROS评分在干预后3个月和6个月时,研究组优于对照组,差异有统计学意义(P<0.05)。结论:HIIT可以改善长期住院男性精神分裂症患者的精神症状,提 相似文献
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美国的外语教学标准与目标 总被引：1，自引：0，他引：1
彭增安 《云南师范大学学报(哲学社会科学版)》2007,39(3):136-140
本文较为详尽地介绍了美国外语教学的标准与目标,主要包括交际、文化、联系、比较与社区。指出：交际是外语教学的核心;文化可以帮助学生建立对其他文化的感情,并培养学生观察和分析其他文化的能力．外语学习不是单纯的语言学习,还应加强与其他学科的联系;比较可以使学生更深地理解语言和文化的本质;社区则强调学习者在学校、社区和国外都使用外语进行交际。 相似文献
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特殊儿童家长选择学前教育机构的调查研究 总被引：4，自引：2，他引：4
通过对36位年龄在2~7岁之间的特殊儿童的家长进行问卷调查,发现特殊儿童入园接受教育的比例低于同龄的普通儿童;大多数特殊儿童的家长希望将自己的孩子送到特殊儿童幼儿园、特殊学校学前班、残联的康复中心等机构接受教育,但也有部分家长选择让他们的孩子上普通幼儿园。家长的希望和选择对各类学前教育机构都提出了新的要求。 相似文献
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Stacy R. Johnson Adina M. SeidenfeldCarroll E. Izard Roger Kobak 《Early childhood research quarterly》2013
Preschool children from economically disadvantaged families often experience difficulties in developing prosocial behavior. Risk associated with depressive symptomatology in caregivers (parents and guardians) may further compound these difficulties. The overall objective of the present study was to examine the compensatory effect of Head Start classroom environments on the development of prosocial behavior among children with caregivers high in depressive symptomatology. We initially examined the association between caregiver depressive symptoms and children's starting levels of prosocial behavior and then tested classroom emotional support as a moderator of the relation between caregivers’ depressive symptoms and children's prosocial behavior development during the school year. The sample of 194 Head Start preschoolers in 28 classrooms was part of a larger study designed to test the effects of an emotion-based prevention program. As expected, caregivers’ levels of depressive symptoms predicted lower starting levels of prosocial behavior. However, classroom emotional support promoted improvements in prosocial behavior for the children of the caregivers high in depressive symptomatology. The implications of these findings for the development of preventive interventions are discussed. 相似文献
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目的:探讨舍曲林合并舒必利治疗精神分裂症的疗效和安全性.方法:将60例符合CCMD-3诊断标准的精神分裂症患者随机分为研究组和对照组,研究组给予舍曲林合并舒必利治疗,对照组服用阿立哌唑,疗程8周,用PANSS、TESS评定疗效和安全性.结果:研究结束时舍曲林合并舒必利组总有效率为86.7%,阿立哌唑组总有效率83.3%,两组比较无显著性差异(P>0.05).两组不良反应少且轻.结论:采用舍曲林合并舒必利的方法治疗精神分裂症疗效可靠,安全性好,值得进一步研究. 相似文献
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The influence of negative, equal, and positive social comparison and of nonsocial comparison upon 4- and 5-year-old black children's subsequent aggressive and regressive behavior in 3-member groups was investigated. The group behavior of boys included more physical agression following negative social comparison than the other treatments, and their group behavior also consisted of more nonverbal teasing behavior following the negative comparison treatment than that of the equal and nonsocial comparison groups. When the behavior of the nontarget partners was controlled, children initiated more physical aggression, nonverbal teasing, and regression after experiencing negative social comparison with the partners than after following the other treatments. There was some evidence to support the reciprocal influence of children's aggressive behavior on each other, particularly for boys following imbalanced social comparison treatments. 相似文献
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《Early education and development》2013,24(3):267-288
A sample of 48 two-year-old children selected on the basis of parents' responses to two administrations of the Child Behavior Checklist for two to three-year-olds was observed in peer interactions. Twenty-four of these children displayed symptoms of aggressive/destructive (externalizing) problems that were in the borderline clinical range (labelled "high risk") and 24 children displayed few such symptoms ("low risk"). The children were observed in matched dyads (one high risk and one low risk child) across four tasks designed to vary in the degree of social participation they would elicit from the children. Across all tasks, children in the high risk group displayed significantly and consistently more aggressive behavior than the children in the low risk group. However, these high risk children did not differ from other children in terms of several indices of social and nonsocial play. In addition, when children were classified as high aggressive versus average versus low aggressive on the basis of laboratory behavior, children who displayed high amounts of aggression during the play sessions did not differ from less aggressive children on these indices of social play. Finally, the responses of non-aggressive dyad partners to aggressive acts indicated that children are responsive, in relatively subtle ways, to aggression. These results are discussed in terms of the implications of early problematic behavior for later indices of maladjustment that include social competence and peer rejection. 相似文献
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《信阳师范学院学报(哲学社会科学版)》2020,(2):75-81
采用问卷调查法,考察道德推脱在父母教养方式和攻击行为之间的中介作用。结果发现:(1)父、母情感温暖理解显著负向预测道德推脱、攻击行为;父、母惩罚严厉、拒绝否认显著正向预测道德推脱、攻击行为。(2)道德推脱显著正向预测攻击行为。(3)道德推脱在积极教养方式和攻击行为之间起部分中介作用;道德推脱在消极教养方式和攻击行为之间起部分中介作用。结果表明:父母教养方式除直接影响大学生攻击行为外,还通过道德推脱的中介作用间接影响大学生攻击行为。 相似文献
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A sample of 48 two-year-old children selected on the basis of parents' responses to two administrations of the Child Behavior Checklist for two to three-year-olds was observed in peer interactions. Twenty-four of these children displayed symptoms of aggressive/destructive (externalizing) problems that were in the borderline clinical range (labelled “high risk”) and 24 children displayed few such symptoms (“low risk”). The children were observed in matched dyads (one high risk and one low risk child) across four tasks designed to vary in the degree of social participation they would elicit from the children. Across all tasks, children in the high risk group displayed significantly and consistently more aggressive behavior than the children in the low risk group. However, these high risk children did not differ from other children in terms of several indices of social and nonsocial play. In addition, when children were classified as high aggressive versus average versus low aggressive on the basis of laboratory behavior, children who displayed high amounts of aggression during the play sessions did not differ from less aggressive children on these indices of social play. Finally, the responses of non-aggressive dyad partners to aggressive acts indicated that children are responsive, in relatively subtle ways, to aggression. These results are discussed in terms of the implications of early problematic behavior for later indices of maladjustment that include social competence and peer rejection. 相似文献
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徐新建 《三明高等专科学校学报》2014,(2):95-100
小学生体育课堂攻击行为的向性研究要兼顾正向性和负向性.只有正确的认识学生的攻击行为,才能在教学过程中做到正确引导学生的行为.小学体育课堂攻击行为的向性研究将小学生体育课堂的攻击行为的特征分为表现特征和基本特征.基本特征包括：年级关系、时间关系、性别关系.表现特征表现为：冲突对象特征、群体关系、数量关系及影响结果. 相似文献
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为了探讨初中生的拖延行为与社会适应能力之间的关系。研究发现:初中生总体的拖延程度处于中等偏下水平,在性别以及是否为独生子女上没有显著性差异、但年级上的差异显著;社会适应能力总体较差,性别上没有显著性差异、但在是否为独生子女和年级上存在显著性差异;拖延程度与社会适应能力呈显著负相关,高拖延组的社会适应能力显著低于低拖延组、低社会适应能力组的学生其拖延程度高。研究认为初中生的拖延行为与社会适应能力存在显著的负相关,拖延行为对社会适应能力有显著的负面影响。 相似文献