Yektatalab Shahrzad, Alipour Abdolrasool, Edraki Mitra, Tavakoli Pouran
Community Based Psychiatric Care Research Center, Department of Mental Health and Psychiatric Nursing, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran.
Department of Mental Health and Psychiatric Nursing, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran.
Int J Community Based Nurs Midwifery. 2016 Jan;4(1):79-89.
Aggression is a kind of behavior that causes damage or harm to others. The prevalence of aggression is 8-20% in 3-6 years old children. The present study aimed to assess the effect of training kindergarten teachers regarding reinforcement behavior therapy on preschoolers' aggression.
In this cluster randomized control trial, 14 out of 35 kindergarten and preschool centers of Mohr city, Iran, were chosen using random cluster sampling and then randomly assigned to an intervention and a control group. All 370 kindergarten and preschool children in 14 kindergarten were assessed by preschoolers' aggression questionnaire and 60 children who obtained a minimum aggression score of 117.48 for girls and 125.77 for boys were randomly selected. The teachers in the intervention group participated in 4 educational sessions on behavior therapy and then practiced this technique under the supervision of the researcher for two months. Preschoolers' aggression questionnaire was computed in both intervention and control groups before and after a two-month period.
The results demonstrated a significant statistical difference in the total aggression score (P=0.01), verbal (P=0.02) and physical (P=0.01) aggression subscales scores in the intervention group in comparison to the control group after the intervention. But the scores of relational aggression (P=0.09) and impulsive anger (P=0.08) subscales were not statistically different in the intervention group compared to the controls.
This study highlighted the importance of teaching reinforcement behavior therapy by kindergarten teachers in decreasing verbal and physical aggression in preschoolers.
IRCT2014042617436N1.
攻击行为是一种对他人造成损害或伤害的行为。3至6岁儿童的攻击行为发生率为8%-20%。本研究旨在评估培训幼儿园教师实施强化行为疗法对学龄前儿童攻击行为的影响。
在这项整群随机对照试验中，采用随机整群抽样法从伊朗莫尔市35所幼儿园和学前班中心中选取14所，然后随机分为干预组和对照组。对14所幼儿园的370名幼儿园和学前班儿童进行学龄前儿童攻击行为问卷评估，随机选取60名女孩攻击得分最低为117.48分、男孩为125.77分的儿童。干预组教师参加了4次行为疗法教育课程，然后在研究人员的监督下练习该技术两个月。在两个月前后分别对干预组和对照组进行学龄前儿童攻击行为问卷评估。
结果显示，干预后干预组的总攻击得分（P=0.01）、言语攻击（P=）和身体攻击（P=0.01）分量表得分与对照组相比有显著统计学差异。但干预组的关系攻击（P=0.09）和冲动愤怒（P=0.08）分量表得分与对照组相比无统计学差异。
本研究强调了幼儿园教师教授强化行为疗法对减少学龄前儿童言语和身体攻击行为的重要性。
IRCT2014042617436N1。
