Abstract: Objective To explore the effectiveness of the psychological crisis intervention training to improve school-age children's emotional,behavioral,and interpersonal problems. Methods The psychological crisis intervention training was implemented on 383 school-age children,whose parent and teacher completed the Strengths and Difficulties Questionnaire (SDQ,parent and teacher version) respectively at baseline,3 months follow-up and 6 months follow-up,and then compared the differences of the scores. Results The scores of Hyperactivity Scale in SDQ(parent and teacher version) and total difficulties in SDQ (teacher version) at 3 months follow-up was lower than that at baseline (P<0.05),and the score at 6 months follow-up was further lower than that at 3 months follow-up (F=28.14~87.53,P<0.05).The score of total difficulties in SDQ (parent version) at 3 months follow-up and 6 months follow-up were both significantly lower than that at baseline (F=8.11,P<0.05).The score of Prosocial Scale in SDQ (teacher version) at 3 months follow-up was significantly higher than baseline,and the score at 6 months follow-up was further higher than 3 months follow-up (F=27.99,P<0.05). Conclusion The psychological crisis intervention training can improve children's emotional,behavioral and interpersonal problems.

Key words: school-age children, psychological crisis intervention, Strengths and Difficulty Questionnaire

摘要： 目的 探讨心理危机干预培训对改善学龄儿童情绪、行为和人际交往问题的有效性。方法 对383名学龄儿童实施心理危机干预培训,并运用长处和困难问卷(Strengths and Difficulty Questionnaire,SDQ)家长版和教师版分别于基线、干预后3个月和6个月进行评估,比较各因子得分变化。结果 SDQ(家长版和教师版)多动问题因子和SDQ(教师版)困难总分的干预后3个月得分低于基线,且干预后6个月进一步降低(F=28.14~87.53,P<0.05);SDQ(家长版)困难总分的干预后3个月和6个月得分均显著低于基线(F=8.11,P<0.05);SDQ(教师版)亲社会行为因子的干预后3个月得分显著高于基线,且干预后6个月得分进一步增高(F=27.99,P<0.05)。结论 心理危机干预培训可以改善学龄儿童的情绪、行为和人际交往问题。

关键词: 学龄儿童, 心理危机干预, 长处和困难问卷