摘要
目的探讨支持-教育干预对广泛性焦虑症患者负性情绪的影响。方法将64例广泛性焦虑症患者随机分为研究组34例和对照组30例,研究组采用抗焦虑药物治疗加支持-教育干预,对照组采用药物治疗及常规护理措施。在入院时及治疗4周后采用汉密尔顿焦虑量表(HAMA)、症状自评量表(SCL-90)分别评测1次,观察2组各量表因子分的变化情况。结果入院时2组患者HAMA及SCL-90各因子间差异无统计学意义,经过4周治疗,研究组的躯体焦虑、精神焦虑、躯体化、人际关系、抑郁、焦虑、恐怖等因子较对照组显著好转,差异有统计学意义(P<0.05或P<0.01)。结论支持-教育干预能明显改善焦虑症患者的负性情绪并促进其社会功能的恢复。
Objective To explore the influence of support-education intervention on adverse emotions of patients with generalized anxiety disorder.Methods 64 patients with generalized anxiety disorder were randomly divided into research group（n=34） and control group（n=30）.The research group was treated with anti-anxiety drugs and support-education intervention,while the control group was treated with drugs and conventional nursing measures.HAMA and SCL-90 were applied for patients in the two groups at the time points of on admission and 4 weeks after treatment.Results There were no significant differences of HAMA and SCL-90 between two groups on admission.After 4 weeks of treatment,the factors of the physical anxiety,mental anxiety,somatization,interpersonal sensitivity,depression,anxiety,terror in the research group were significantly improved than that in the control group（P0.05 or P0.01）.Conclusion Support-education intervention can significantly improve the adverse emotions of patients with generalized anxiety disorder and promote the rehabilitation of their social functions.
出处
《实用临床医药杂志》
CAS
2013年第12期63-65,共3页
Journal of Clinical Medicine in Practice
关键词
支持-教育干预
广泛性焦虑症
负性情绪
support-education intervention
generalized anxiety disorder
adverse emotions
