| 赵斐斐,赵 静,徐 檬,崔彦儒,胡文良.听力障碍青少年治疗过程心理干预对患儿语言能力恢复和心境状态的影响[J].,2022,(5):900-904 |
| 听力障碍青少年治疗过程心理干预对患儿语言能力恢复和心境状态的影响 |
| Effect of Psychological Intervention on Language Ability Recovery and Mood State of Hearing Impaired Adolescents during Treatment |
| 投稿时间：2021-06-23 修订日期：2021-07-17 |
| DOI：10.13241/j.cnki.pmb.2022.05.021 |
| 中文关键词: 听力障碍 青少年 人工耳蜗植入术 语言能力恢复 心境状态 |
| 英文关键词: Hearing impairment Adolescents Cochlear implantation Language ability recovery Mood state |
| 基金项目:内蒙古自治区自然科学基金项目（2017MS08108） |
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| 中文摘要: |
| 摘要 目的：探讨听力障碍青少年治疗过程心理干预对患儿语言能力恢复和心境状态的影响。方法：选取我院2019年6月到2020年6月共收治的80例7~18岁听力障碍青少年作为研究对象，将患儿随机分为观察组与对照组，每组40例。对所有患儿应用人工耳蜗植入术进行治疗，给予对照组常规言语训练以及健康教育等干预。观察组患儿在常规干预基础上增加全治疗过程的心理干预。对比两组患儿的治疗效果，语言能力恢复，心境状态，ABC评分。结果：观察组患儿治疗的总有效率为92.50%，对照组患儿治疗的总有效率为75.00%，观察组高于对照组（P＜0.05）；两组患儿干预前的言语形成、听觉能力以及听觉感知对比无明显差异（P＞0.05），两组患儿通过治疗与干预之后，言语形成、听觉能力以及听觉感知明显提升，且观察组评分高于对照组（P＜0.05）；两组患儿干预前的精神、控制、能力、忍受消极情感以及接受变化对比无明显差异（P＞0.05），两组患儿通过治疗与干预之后，精神、控制、能力、忍受消极情感以及接受变化明显降低，且观察组评分低于对照组（P＜0.05）；两组干预前的兴奋、易激怒、刻板行为以及不恰当语言等评分比较无统计学意义（P＞0.05），两组患儿干预后，各评分均下降，其中观察组小于对照组，差异有统计学意义（P＜0.05）。结论：对听力障碍青少年在常规治疗与干预基础上增加心理干预，能够提升患儿的治疗效果，提升语言能力恢复情况，减少负面情绪，提升患儿的心境状态，值得临床应用推广。 |
| 英文摘要: |
| ABSTRACT Objective: To explore the effect of psychological intervention on language ability recovery and mood state of hearing impaired adolescents. Methods: 80 cases of hearing impaired adolescents aged 7-18 in our hospital from June 2019 to June 2020 were randomly divided into observation group and control group, 40 cases in each group. All the children were treated with cochlear implantation, and the control group was given routine speech training and health education. The observation group was given psychological intervention nursing in the whole treatment process on the basis of routine nursing. The treatment effect, language ability recovery, mood state and ABC score of the two groups were compared. Results: The total effective rate of the observation group was 92.50%, and that of the control group was 75.00%, which was higher than that of the control group (P<0.05); there was no significant difference in speech formation, hearing ability and auditory perception between the two groups before nursing(P>0.05), but the speech formation, hearing ability and auditory perception of the two groups were significantly improved after nursing the score of the observation group was higher than that of the control group(P<0.05); there was no significant difference in the spirit, control, ability, tolerance of negative emotions and acceptance changes between the two groups before nursing(P>0.05); after treatment and nursing, the spirit, control, ability, tolerance of negative emotions and acceptance changes of the two groups were significantly decreased, and the score of the observation group was lower than that of the control group(P<0.05). There was no significant difference in the scores of excitement, irritability, stereotyped behavior and inappropriate language between the two groups before nursing(P>0.05), but after nursing, the scores of the two groups decreased, and the observation group was less than the control group, the difference was statistically significant(P<0.05). Conclusion: On the basis of routine treatment and nursing, psychological nursing intervention can improve the treatment effect of children, improve the recovery of language ability, reduce negative emotions and improve the mood of children, which is worthy of clinical application and promotion. |
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