McNaughton Diane B, Cowell Julia Muennich, Fogg Louis
Community, Systems and Mental Health Nursing, Rush University, Chicago, IL, USA
Community, Systems and Mental Health Nursing, Rush University, Chicago, IL, USA.
J Sch Nurs. 2015 Apr;31(2):126-34. doi: 10.1177/1059840514526997. Epub 2014 Mar 18.
Children of Latino immigrants in the United States encounter ecological stressors that heighten their risk for depressive symptoms, externalizing behavior, and problems in school. Studies have shown that affirming parent-child communication is protective of child depressive symptoms and accompanying problems. The purpose of this study was to assess the efficacy of an adapted mother-child communication intervention for Latino immigrant mothers and their fourth- to sixth-grade children delivered after school. The intervention, Family Communication ("Comunicación Familiar"), was delivered at children's elementary schools in six sessions lasting 2 hr each. Significant improvements were found in children's reports of problem-solving communication, with their mother and mothers' reports of reduced family conflict. Strengths of the intervention are improved mother-child communication, acquisition of communication skills that can transfer to relationships within the classroom, and a design that allows delivery by nurses or other professional members of the school support team.
在美国，拉丁裔移民的子女面临着各种生态压力源，这些压力源增加了他们出现抑郁症状、外化行为和学业问题的风险。研究表明，积极的亲子沟通有助于预防儿童抑郁症状及相关问题。本研究的目的是评估一种经过调整的母子沟通干预措施对拉丁裔移民母亲及其四至六年级子女的效果，该干预措施在放学后进行。干预措施“家庭沟通”（“Comunicación Familiar”）在儿童所在的小学进行，共六次课程，每次持续两小时。研究发现，孩子们报告与母亲解决问题的沟通有显著改善，母亲们报告家庭冲突减少。该干预措施的优点包括改善了母子沟通、获得了可应用于课堂人际关系的沟通技巧，以及采用了可由护士或学校支持团队的其他专业人员实施的设计。
