Kalalo Royke Tony, Yuniar Sasanti, Ariyanto Fis Citra
Department of Psychiatry, Faculty of Medicine, Universitas Airlangga - Dr. Soetomo General Academic Hospital, Surabaya, Indonesia.
Hearing Vision Ltd - Darmo General Hospital, Surabaya, Indonesia.
Ann Med Surg (Lond). 2021 Sep 20;70:102873. doi: 10.1016/j.amsu.2021.102873. eCollection 2021 Oct.
Analyzing the effect of psychoeducation on parental stress index and the severity of children with autism spectrum disorders.
Participants in the study consisted of autism spectrum disorder children and their parents who were divided into 2 groups (treatment = 15 and control group = 20). Participants were given psychoeducation as many as 6 sessions for 14 weeks (7 weeks for each group). Participants were measured for the value of the childhood autism rating scale (CARS) and autism parenting stress index (APSI) pre-post psychoeducation.
There were significant differences in the treatment group in terms of total CARS values (40.73 ± 7.17 vs -7.67 ± 4.91; < 0.001), communications (5.60 ± 1.45 vs -4.73 ± 1.49; = 0.001), social interactions (10.20 ± 2.18 vs 8.93 ± 2.66; = 0.011), and psychomotor (18.33 ± 3.96 vs 14.27 ± 3.90; < 0.001) before and after psychoeducation, whereas there were no significant differences in the control group ( > 0.05). In the treatment group, there were significant differences in total APSI values (17.33 ± 9.99 vs 12.20 ± 4.02; = 0.001), social difficulties (8.73 ± 4.60 vs 6.00 ± 4.02; = 0.002), and physical (4.13 ± 3.54 vs 2.27 ± 2.99; = 0.013) before and after psychoeducation, while there were no significant differences in behavior ( = 0.443). There were no significant differences in the control group ( > 0.05). There was a significant influence between psychoeducation on parental stress index ( = 0.003) and the severity of children with autism spectrum disorders ( < 0.001).
There is a decrease in parental stress index and severity of children with autism spectrum disorders after parental psychoeducation intervention.
分析心理教育对自闭症谱系障碍儿童家长压力指数及儿童病情严重程度的影响。
研究参与者包括自闭症谱系障碍儿童及其家长，分为两组（治疗组 = 15人，对照组 = 20人）。对参与者进行为期14周、共6次的心理教育（每组7周）。在心理教育前后测量参与者的儿童自闭症评定量表（CARS）值和自闭症育儿压力指数（APSI）。
治疗组在心理教育前后的CARS总分值（40.73 ± 7.17 vs -7.67 ± 4.91；< 0.001）、沟通能力（5.60 ± 1.45 vs -4.73 ± 1.49； = 0.001）、社交互动（10.20 ± 2.18 vs 8.93 ± 2.66； = 0.011）和精神运动能力（18.33 ± 3.96 vs 14.27 ± 3.90；< 0.001）方面存在显著差异，而对照组无显著差异（> 0.05）。在治疗组中，心理教育前后的APSI总分值（17.33 ± 9.99 vs 12.20 ± 4.02； = 0.001）、社交困难（8.73 ± 4.60 vs 6.00 ± 4.02； = 0.002）和身体方面（4.13 ± 3.54 vs 2.27 ± 2.99； = 0.013）存在显著差异，而行为方面无显著差异（ = 0.443）。对照组无显著差异（> 0.05）。心理教育对家长压力指数（ = 0.003）和自闭症谱系障碍儿童的病情严重程度（< 0.001）有显著影响。
家长心理教育干预后，自闭症谱系障碍儿童家长的压力指数及儿童病情严重程度有所降低。
