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目的探讨学龄期矮小儿童焦虑、抑郁状况及其与心理弹性的关系,为进一步进行心理干预提供依据。方法选用儿童焦虑性情绪障碍筛查表、儿童抑郁障碍自评量表和(或)心理弹性量表(RS)个性问卷,对2008年8月-2011年8月扬州大学临床医学院儿科矮小门诊确诊为矮小症的82例9～14岁身材矮小儿童和78名正常对照儿童进行问卷调查。结果矮小儿童有焦虑障碍的比例(43.90%)与对照组(16.70%)差异有统计学意义(χ2=13.96,P<0.01);有抑郁障碍的比例(18.30%)高于对照组(12.80%),差异无统计学意义(χ2=0.91,P>0.05);两组儿童焦虑总分以及躯体化/惊恐、广泛性焦虑、社交恐怖、学校恐怖分量表评分差异有统计学意义(P值均<0.05);矮小儿童抑郁评分与正常对照组差异无统计学意义(P>0.05)。矮小儿童心理弹性评分焦虑组与非焦虑组、抑郁组与非抑郁组差异均有统计学意义(P值均<0.05)。矮小儿童焦虑各因子及总分、抑郁评分与心理弹性总分及各因子评分均呈显著负相关(r=-0.10～-0.33,P值均<0.05)。结论学龄期矮小儿童较正常儿童有更多的焦虑等情绪,心理弹性好的学生焦虑抑郁症状较轻。应注重儿童心理弹性的培养。
Objective To investigate the relationship between anxiety and depression in school-age short children and their psychological resilience and to provide basis for further psychological intervention. Methods Children’s anxiety disorder screening table, children’s depression self-rating scale and / or psychological resilience questionnaire (RS) personality questionnaire were selected. 82 cases of short stature diagnosed with short stature 9 to 14 years old children and 78 normal control children were surveyed. Results There was a significant difference between the short children (43.90%) and the control group (16.70%) (χ2 = 13.96, P <0.01). The percentage of depression with depression was 18.30% higher than that of the control group (12.80% ), There was no significant difference between the two groups (χ2 = 0.91, P> 0.05). There was significant difference in anxiety score, somatization / panic, generalized anxiety, social terror and school terrorist scale scores between the two groups <0.05). There was no significant difference in depression score between short-term children and normal control group (P> 0.05). There was significant difference between the mental retardation group and the non-anxious group, the depression group and the non-depression group (P <0.05). There was a significant negative correlation between the factors of anxiety and total score, depression score, total score of psychological resilience and score of each factor (r = -0.10-0.33, P <0.05). Conclusions Short-schooley children have more anxiety and other emotions than normal children. Students with good psychological resilience have less anxiety and depression symptoms. Should pay attention to the psychological resilience of children.