Grizenko N, Sayegh L
Department of Child Psychiatry, McGill University, Montreal, Quebec.
Can J Psychiatry. 1990 Aug;35(6):519-25. doi: 10.1177/070674379003500609.
Twenty-three consecutive admissions to a psychodynamically oriented day treatment program were assessed using a pre-/post-test design. Discharge scores revealed a significant improvement on all standardized scales for behaviour (p less than .0001), academics (p less than .05), personality measures (p less than .0001) and family measures (p less than .05). Parents reported a significantly greater behavioural improvement than both teachers and primary therapists (p less than .0001). Although all children showed improvement, parents reported significantly lower improvement rates (p less than 0.05) for children with conduct disorder compared with attention deficit disorder, oppositional defiant disorder and depression. Teachers found that younger boys (aged six to nine) showed a significantly greater improvement (p less than .05) than older boys (aged ten to 12) in total behaviour score and externalizing subscores of the Revised Child Behavior Profile. At discharge 87% of children were reintegrated into regular school; only 17% were attending regular school at admission.
采用前后测试设计，对连续23名进入心理动力学日间治疗项目的患者进行了评估。出院时的分数显示，在行为（p小于0.0001）、学业（p小于0.05）、人格测量（p小于0.0001）和家庭测量（p小于0.05）的所有标准化量表上都有显著改善。家长报告的行为改善程度明显高于教师和主要治疗师（p小于0.0001）。尽管所有儿童都有改善，但与注意力缺陷障碍、对立违抗障碍和抑郁症儿童相比，家长报告品行障碍儿童的改善率显著较低（p小于0.05）。教师发现，在修订后的儿童行为量表的总体行为得分和外化子得分方面，年龄较小的男孩（6至9岁）比年龄较大的男孩（10至12岁）有显著更大的改善（p小于0.05）。出院时，87%的儿童重新融入了正规学校；入院时只有17%的儿童在正规学校就读。
