Lu Jia-Hui, Wei Hua, Zhang Yu, Fei Fan, Huang Hai-Yan, Dong Qiu-Jun, Chen Jing, Ao Dong-Qin, Chen Li, Li Ting-Yu, Li Yan, Dai Ying
Growth, Development and Mental Health Center of Children and Adolescents, Children's Hospital of Chongqing Medical University, Chongqing Key Laboratory of Child Neurodevelopment and Cognitive Disorders, National Clinical Research Center for Child Health and Disorders, Ministry of Education Key Laboratory of Child Development and Disorders, Chongqing 401146, China.
World J Psychiatry. 2024 Dec 19;14(12):1892-1904. doi: 10.5498/wjp.v14.i12.1892.
Sustaining the mental health of autistic children's parents can be demanding.
To determine the effect of remote support courses on the mental health of parents and the development of autistic children.
Parents of 140 autistic children were randomly assigned to two groups receiving a 2-week intervention: The control group received caregiver-mediated intervention (CMI); the experimental group received CMI with remote family psychological support courses (R-FPSC). The Parenting Stress Index-Short Form, Parenting Sense of Competence Scale, Generalized Anxiety Disorder-7, and Patient Health Questionnaire-9 were used to measure parents' mental health. The Childhood Autism Rating Scale and Gesell Developmental Schedules were used to evaluate children's development.
Improved parenting stress, sense of competence, depression, and anxiety were found in both groups, but improvements in parenting stress (81.10 ± 19.76 92.10 ± 19.26, < 0.01) and sense of competence (68.83 ± 11.23 63.91 ± 10.86, < 0.01) were greater in the experimental group, although the experimental group showed no significant reduction in depression or anxiety. Children's development did not differ significantly between the groups at follow-up; however, experimental group parents exhibited a short-term increase in training enthusiasm (12.78 ± 3.16 11.57 ± 3.15, < 0.05).
Integrating R-FPSC with CMI may be effective in reducing parenting stress, enhancing parents' sense of competence, and increasing parents' training enthusiasm.
维持自闭症儿童家长的心理健康可能颇具挑战性。
确定远程支持课程对家长心理健康及自闭症儿童发育的影响。
将140名自闭症儿童的家长随机分为两组，接受为期2周的干预：对照组接受照顾者介导干预（CMI）；实验组接受CMI并参加远程家庭心理支持课程（R - FPSC）。采用《父母压力指数简表》《育儿胜任感量表》《广泛性焦虑障碍量表 - 7》和《患者健康问卷 - 9》来测量家长的心理健康。使用《儿童自闭症评定量表》和《格塞尔发育量表》来评估儿童的发育情况。
两组家长的育儿压力、胜任感、抑郁和焦虑均有所改善，但实验组在育儿压力（81.10±19.76 vs 92.10±19.26，P<0.01）和胜任感（68.83±11.23 vs 63.91±10.86，P<0.01）方面的改善更大，尽管实验组的抑郁或焦虑没有显著降低。随访时两组儿童的发育情况无显著差异；然而，实验组家长的培训热情有短期提高（12.78±3.16 vs 11.57±3.15，P<0.05）。
将R - FPSC与CMI相结合可能有效减轻育儿压力，增强家长的胜任感，并提高家长的培训热情。
