ABSTRACT
Objective:To study the effects of early intervention on physical and neurological development of premature infants.Methods:One hundred and fifty-two premature infants born in Pan′an County Maternal and Child Health Family Planning Service Center from January 2017 to June 2018 were randomly selected. According to parents′ wishes, 75 cases received regular systematic health care and parenting guidance(control group), and 77 cases received targeted intervention guidance and individualized training on the basis of the control group(intervention group). The results of mental development index (MDI) and psychomotor Development index(PDI) were evaluated at 6 and 12 months respectively.Results:Six and 12 months after treatment, the MDI scores of the intervention group were significant higher than those of the control group [(94.2 ± 5.2) scores vs. (85.3 ± 6.1) scores, (104.9 ± 3.9) scores vs. (91.7 ± 5.7) scores], the PDI scores of the intervention group were also significant higher than those of control group [93.7 ± 4.3) scores vs. (81.7 ± 5.5) scores, (96.9 ± 3.8) scores vs. (83.9 ± 4.6) scores], and there were statistical differences ( P<0.05). Results:Early comprehensive intervention for premature infants has a good effect on their intelligence and motor ability development, which is worthy of clinical application.
ABSTRACT
Objective:Sandplay themes and TAT stories of BPD's were deeply analyzed in order to explore the relationship between healing-trauma themes and need-pressure system.Methods:The healing-trauma themes of 30 BPD students' were compared with that of 30 non-BPD students'.A correlation analysis was done between healing-trauma themes and need-pressure system.Results:①Scores of trauma themes of BPD were significantly higher than those of normal participants(3.67?1.06/2.33?0.92,t=5.19,P
ABSTRACT
Objective: To explore the object relation in the college students with borderline personality disorder(BPD) by thematic appearance test (TAT). Methods: The result of the social cognitive and object relation scale (SCORS) of BPD students was compared with that of the non-BPD students. Results: The BPD students got significantly lower scores in complexity of representations of people, affect-tone of relationship paradigms, and understanding of social causality. But there was no significant difference in the capacity for emotional investment in relationships and moral standards. Conclusion: The object relation of BPD students is different from that of the non-BPD students. The non-BPD students develop better in complexity of representations of people, affect -tone of relationship paradigms, and understanding of social causality.