中国儿童保健杂志 ›› 2022, Vol. 30 ›› Issue (2): 144-147.DOI: 10.11852/zgetbjzz2021-0478

• 科研论著 • 上一篇    下一篇

亲子音乐干预对新生儿重症监护病房出院早产儿智能发育及其亲子关系的影响

李阳, 杨美荣   

  1. 华北理工大学心理与精神卫生学院,河北 唐山 063210
  • 收稿日期:2021-03-30 修回日期:2021-05-20 出版日期:2022-02-10 发布日期:2022-02-25
  • 通讯作者: 杨美荣,E-mail:yangyangmeirong@163.com
  • 作者简介:李阳(1989-),女,吉林人,主管治疗师,硕士研究生,主要研究方向为教育与发展心理学。

Effects of parent-child music intervention on intellectual development and parent-child relationship of premature infants discharged from neonatal intensive care unit

LI Yang, YANG Mei-rong   

  1. School of Psychology and Mental Health, North China University of Science and Technology, Tangshan, Hebei 063210,China
  • Received:2021-03-30 Revised:2021-05-20 Online:2022-02-10 Published:2022-02-25
  • Contact: YANG Mei-rong, E-mail:yangyangmeirong@163.com

摘要: 目的 分析亲子音乐干预对新生儿重症监护病房(NICU)出院早产儿智能、母亲产后抑郁情绪和亲子关系的影响,为促进早产儿智能发育及改善母亲心理健康提供临床实践经验和循证依据。方法 选择2020年5—12月在唐山市妇幼保健院儿童康复科门诊接受随访的纠正胎龄40~44周的早产儿61例为研究对象,采用随机数字表法将其分为亲子音乐组(30例)和对照组(31例)。对照组早产儿接受常规家庭指导,亲子音乐组早产儿在对照组的基础上进行亲子音乐干预。干预时间为15~20 min/d,为期3个月。干预前后用Gesell发育量表(GDS)对早产儿进行评估,用爱丁堡产后抑郁量表(EPDS)和母亲客体关系量表[MORS(Child)]对其母亲进行评估。结果 干预后亲子音乐组GDS评价在适应性、大运动和语言方面得分均显著高于对照组,差异有统计学意义(t=3.139、3.113、3.612,P<0.05);干预后两组家长EPDS评分较干预前均降低(t=12.286、16.102,P<0.05),且亲子音乐组得分较对照组得分下降更多(t=2.545,P<0.05);干预后两组家长MORS(Child)得分较干预前均提高(t=13.871、9.046,P<0.05),且亲子音乐组得分较对照组提高更多(t=3.292,P<0.05)。结论 亲子音乐干预对NICU出院早产儿的智能有促进作用,并且有利于改善早产儿母亲抑郁和增强亲子关系。

关键词: 早产儿, 音乐治疗, 智能发育, 产后抑郁, 亲子关系

Abstract: Objective To analyze the effects of parent-child music intervention on intellectual development, maternal postpartum depression and parent-child relationship of premature infants discharged from neonatal intensive care unit (NICU), so as to provide clinical practice experience and evidence for promoting the intellectual development of premature infants and improving the mental health of their mothers. Methods A total of 61 premature infants at 40 - 44 weeks postmenstrual age (PMA), who were followed up in the Child Rehabilitation Department of Tangshan Maternal and Child Health Hospital from May to December 2020, were enrolled in this study and were divided into parent-child music intervention group(n=30) and control group(n=31).The control group received conventional family guidance, while the premature infants in the parent-child music intervention group were given parent-child music intervention additionally.The intervention lasted for 3 months with the frequency of 15 - 20 min/d.Premature infants were assessed with Gesell Development Scale (GDS) and their mothers were assessed with the Edinburgh Postpartum Depression Scale (EPDS) and the Mother′ Object Relationship Scale [MORS (child)] before and after intervention. Results After intervention, the development quotient of adaptability, gross motor function and language area were significantly higher in parent-child music intervention group than those in control group(t=3.139,3.113,3.612,P<0.05).After intervention, the scores of EPDS assessment in both groups were lower than those before intervention (t=12.286, 16.102, P<0.05), and the change was more significant in parent-child music intervention group (t=2.545, P<0.05).The scores of MORS(Child) in both groups after treatment were higher than those before intervention (t=13.871,9.046,P<0.05), and the score of parent-child music intervention group was significantly higher that those in the control group (t=3.292,P<0.05). Conclusion Parent-child music intervention can promote the intellectual development of premature infants discharged from NICU, and is beneficial to the improvement of maternal postpartum depression and parent-child relationship.

Key words: premature infants, music therapy, intellectual development, postpartum depression, parent-child relationship

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