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Objective To study the relationships between patients'personality traits,coping styles, perceived social support and the doctor?patient relationship,try to build the relationship model of patients’ psychological factors and the doctor?patient relationship,and to understand the patients psychological factors influence on the doctor?patient relationship,to provide a basis for improving the doctor?patient relationship. Methods The doctor patient relationship evaluation questionnaire, Eysenck personality questionnaire re?vised,short scale for Chinese( EPQ?RSC) ,simplified coping style questionnaire( SCSQ) and perceived social support scale( PSSS) were used to survey 400 outpatients,using SPSS 22.0 and AMOS 17.0 for data analysis. Results There was statistically significant difference in psychoticism between the high and low doctor?pa?tient relationship evaluation score groups( t=-4.537, P<0.01).There was statistically significant difference in positive coping,family support,friend support,other support and perceived social support between the high and low score groups(P<0.05).Psychoticism had a direct positive effect on doctor?patient relationship( r=0.228, P=0.000) ,and perceived social support had a direct negative effect on the doctor?patient relationship ( r=-0.256, P=0.000).Psychoticism,neuroticism,positive coping and negative coping styles could affect the doctor?patient relationship indirectly by perceived social support. Conclusion Patient personality can affect the doctor?patient relationship directly,meanwhile,it can affect the doctor?patient relationship indirectly by perceived social support,and coping styles can only affect the doctor?patient relationship indirectly by per?ceived social support.
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To describe the effects of endogenous testosterone levels on the visuospatial ability.Thevisuospatial ability,testosteronewere included as the key words,retrieving 46 papers in the database.35 relevant papers have been reviewed in the paper,as the results,we have found that the visuospatial ability of male was better than female.The performances of the visuospatial tasks in males were associated with the lev-els of endogenous testosterone,and the effects comprised two aspects:the organizational function and activa-tional function of the testosterone.The latter have received more attention from researchers.Until now,most studies of activational effects of testosterone on visuospatial ability remained on the level of behavioral re-search.The mental rotation task,navigation task and virtual reality scenes tasks were implied in these stud-ies.A nonlinear relationship has aroused a great controversy.Latest research suggests that further investiga-tion of the neural mechanisms related to visual-spatial ability is needed,using ERP and MRI techniques,to assess the relationship of endogenous testosterone levels with the relevant neural basis of visuospatial ability.
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Objective To observe the efficacy of duloxetine combined with Bodhi Tree relaxation tech?nique in the treatment of generalized anxiety disorder ( GAD ) and the influence of heart rate variability ( HRV ) . Methods According to the standard of ICD?10,124 GADs were selected as study objects from March 2013 to March 2014. They were randomly divided into intervention group and control group. The intervention group fixedly received duloxetine ( 20 mg/day) and Bodhi Tree relaxation therapy,2 times / week,for 8 weeks;and the control group received only Duloxetine (20 mg/day) treatment. All patients were assessed with SAS,HAMA and Treat?ment Emergent Symptom Scale( TESS) at the baseline and at the end of the 2nd ,4th ,6th ,8th week of the treatment to evaluate the efficacy and side effects. The LF/HF of HRV were observed. Results 1.In both groups,SAS score and HAMA score remarkably decreased after intervention than before treatment( before intervention:control group (63.52±14.25,30.26±11.25) intervention group (64.35±14.33,29.83±10.85);after 8 weeks:control group (30.23±6.68,9.28±3.20) intervention group (25.14±5.59,7.70±2.87), P0.05). 2. The ratio of LF/HF showed significantly decrease in the intervention group than those in the control groupt 13?16=-2.806,-2.725,-3.572,-2.272;P13?16=0.006,0.007,0.001,0.025).The value of anxiety se?verity index and LF/HF was positively correlated ( r=0.342, P<0.05).Conclusion Duloxetine combined with Bodhi Tree relaxation technique can effectively improve the heart rate variability in patients,curative effect is better.
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ObjectiveTo evaluate effect intervened by the linden relaxation technique (LRT) in the group of long-term naval shipmen's anxiety on surface ship.MethodsSelected naval surface ship unit 1402 shipmen serve as study subjects.140 anxiety shipmen (70 ≥ SAS score ≥ 50) screen out with Zung'self-rating anxiety scale (SAS).The person's group with anxiety mood,but did not meet the diagnostic criteria for anxiety disorders of DSM-Ⅳ.Anxiety shipmen were random divided into the linden relaxation technique group ( n =70) and No-intervention control group ( n =70).In the LRT intervention group:LRT exercises time course was 1 time/ day,and 30 min/time to persist 10 days.The control group without relaxation training.Before and after interventions,anxiety level separately were evaluated with SAS.ResultsBefore intervention,there were not statistically significant between intervention group and control group in SAS anxiety scores,respectively ( ( 54.00 ± 4.43 ) vs (53.91 ± 4.88 )).After intervention,there were statistically significant between intervention group and control group anxiety scores,respectively was ( (40.57 ± 8.98 ) vs ( 53.13 ± 5.51 ) ).The difference before and after intervention,anxiety scoring in intervention group (13.43 ± 7.82 ) was lower than that of the control group (0.79 ± 3.41 ).After following 2 months,SAS scores in the intervention group was more lower (36.76 ± 8.57 ) than the right finish intervention,there was significant different; but there was not significant different belong to the control group (52.34 ± 5.50).ConclusionLinden relaxation technique improves anxiety mood in the naval servicemen.
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ObjectiveTo find incidence rate of no-suicide self injury (NSSI) of junior school students in Dalian city,and to provide some evidences for interventions for them.MethodsRandomly drawn out 1463 junior school students were served as study objects.All objects were evaluated with Ottawa Self-Injury Inventory (OSI) and self-made investigate questionnaire,75 no-suicide self-injury were screening out.ResultsThe incidence ratio of NSSI of junior school students was 5.4％,there were no significant different between the male and female students.The highest incidence ratio was found at 13 years old.The average age for first-time self-harm was (12.24±1.344) years old.There were no significant different between the male and the female students( t=- 1.415,P =0.163 ) ; Cutting Skin was the most common way of NSSI ( 12.0％ ) ; Ideation of 80％ of the NSSI was from their Own Idea.2.7％ of the NSSI can Feel Relief through NSSI behavior.93％ of NSSI was to regulate their mood.100％ students of NSSI against NSSI behavior byReading Books or Listening Music,in which 60％ of NSSI believe the method was helpful to relax their mind.78.5％ of the NSSI resisted NSSI behavior by Watching TV or Playing Games,but they did not get enough effects.60％ NSSI considered themselves without the need to treat.41.3％ of NSSI had never been to treat.2.5％ of NSSI went to hospital for the wound.ConclusionNSSI is often be found in junior school students,and highest ratio is at 13 years old.The most common method of NSSI is Cutting Skin.More NSSI aim is to release their emotion,and self-injury behavior accordance with their inner thoughts.NSSI behavior often is secret,and reading and listening to music is cut off from the relative effective way to conduct.NSSI are seldom to initiative doctor,and education organ,parents and society in a three-dimensional one of the system is necessary.
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Objective To discuss some characteristics of aggressive behavior of junior middle school students addicted to violence online game.Methods From Aug.to Dec.at 2009,6000 volunteers have been investigated with the self-made violence online game survey scale and the Chen's were screen out by CIAS,and in which 71 violence game addicts,and 66 entertainment game addicts.They were divided into two groups matched as age and sex(male 55 and female 11 in every group),average age was 14.36±0.81 years old.66 no-play game students served as control group.The mean value and standard deviation of aggressive behaviors in each group were compared with one way ANOVA with SPSS12.0 version.Results There were significant different inter groups in the behavioral scores expressed in physiological attack((21.59±4.36),(18.10±6.10,(14.92±5.61)),spoken language attack((21.04±3.98),(18.36±6.26),(15.66±5.23)),angry mood((21.37±4.43),(18.72±5.90),(16.56±5.70)),hostility cognition((21.69±5.77),(20.06±7.74),(16.39±6.85))and the total score((85.56±13.71),(75.28±22.36),(63.54±20.32))(F1-4=25.07,17.35,3.25,10.40,21.81);Moat severity attack behaviors were observed in the violence online game addictive group,but less done in other two groups(t1-4=3.48,2.68,2.65,10.27,P<0.01;t 1-5=6.66,5.37,4.48,5.30,22.01,P<0.01);and secondary was found in Entertainment online game addicts(t1-5:3.18,2.69,2.16,3.66,11.74,P<0.01).Conclusion Higher attack behavior scores are found in the violence online game in junior middle students,and entertainment online game also induce attack behavior,but is not so notable.
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Objective To discuss family environment and parent's education pattern of violent online games addictive disorder in junior middle school students. Methods From August to December at 2008,6000 students were randomly drown from 8 junior middle schools in Dalian. All subjects were investigated with the self-made internet game survey form and the Chen internet addiction scale (CLAS). 149(2.5% ) internet game addicts were screen out from 6000 students, and then were divided into the violence and entertainment game addicted group (66 students in per group, and the male 55, female 11). No-game group 66 students were matched according tothe sex and the age. All subjects were evaluated with Egma Minnen av Bardndosnauppforstran ( EMBU) and Moss's Family Environment Scale of Chinese version. Results Lower mother's understand and warm were observed in violence internet online game addictive student group than other two groups( (46. 37 ± 13. 93,49. 80 ± 7.13,53. 16 ± 14. 89) , F = 4.88, P<0.01) ,and the mother understand and warm were remarkably lower in the violence online game addictive group than the non-game addicted group(P<0.01) ,and mothers rejection and the denial are obviously higher in entertainment online game addictive group than the non-game group(P = 0. 038). In family environment survey results suggested there were significant different during the 3 groups (F1-3 = 13. 99, 12.24,10.56; P<0.05)in emotion expression(4. 74 ± 1. 32,6. 06 ± 1. 97,5. 80 ± 1. 11) ,and conflict (5. 57 ± 1.85,5.28 ± 1.41,3.63 ± 1.50) .independence (3.96 ± 1. 87,4.56 ± 1.84,4.63 ± 1. 85). In the violence online game addictive group, emotion expression was lower than other two groups (P<0. 01) ,the conflict score was higher than other two groups (P<0.01). The controlling was lower than other two groups ( all P<0. 01) ; family function and total score are lower in online game addictive groups than other groups (P<0. 01, P<0. 05). Conclusion -Lower emotion expression,higher conflict,lacks of mother's love and warm,and lower controlling are found in violence online game addictive junior middle school students.
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Objective To find out parental locus of control and mental health affecting students test anxiety. Methods The samples were from 5 middle schools including 1000 students,and their parents. They were investigated with the general life scales, Sarason's test anxiety scale, Symptom checklist 90 (SCL-90)and Parenting Locus of Control Scale(PLOC). Results The ratio of test anxiety: the mild was 28.8%, moderate was 45.0%, severe was 26.2% ,and felt anxiety was 55.8%. Ratio of test anxiety was higher in the boy students (X2=9.284, P =0.010) ,and heavier(F:16.42±6.70; M:15.18 ±6.51, t=2.716, P=0.007). Student test anxiety was significantly positively correlated with their parental mental health (r fatherl～11=0.166～0.272, Pfather l～11= 0.000;r mother 1～11=0.182～0.242, P mother 1～11= 0.000); Student test anxiety positively correlated with the effectiveness cof parents education, father's belief on the fate, eontrol of fathers for their children, locus of control from fathers (r1～5=0.075～0.143; P1-5=0.000～0.030);felt anxiety positively correlated with self-expect ,pressure from their mothers,over take care attitude from their parents,self-pressure from their parents( r1～6=0.068～0.230; P1-6=0.000～0.050) ,and negatively correlated with respect attitude of parents for their child, Marital relations,Communication time between the students and their parents,attitude of mother for learning( r1-7=-0.074～-0.140;P1～7=0.000～0.034). Felting test anxiety was served as a dependent factor, some factors enter the regression equation,and they were somatization of father, psychotic mother, the pressure from parents, mother over expectations, self-expectations ,the child control from student's father by Logistic regression analysis ( OR1～16=0.675～3.029;P1-6=0.000～0.007). Conclusion Students test anxiety is a common problem in male and female students. Mental health and locus of control from students' parents show test anxiety has somatization of father, psychotic mother, the pressure from parents, mother' expectations,self-expectations, the control of father for the child 6 risk factors.
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Objective To discuss the personality characteristic and personal social attributes of junior middle school students of online violent games addictive disorder (VOGAD).Methods From August to December at 2008,6000 students were randomly drown from 8 junior middle schools in Dalian ,then they were investigated with the self-made internet game survey form and the Chen internet addiction scale (CLAS).149( 2.5% ) internet game addicts were screen out from 6000 students, and were divided into the violence and entertainment game addicted group ( 66 students in per group,and the male is 55, female is 11 ).Average age was ( 14.36 ± 0.81 ) years old.No-play game group 66 students were mach according to the sex and the age.All objects were evaluated with Eysenck personality questionnaire (EPQ) and Minnesota Multiphasic Personality Inventory Abbreviation Form (MMPI-AF).Results There were significant different during the 3 groups in psychoticism (50.60 ± 5.10;50.40 ± 6.30; 46.81 ± 4.62 ), neuroticism ( 51.74 ± 5.70; 49.03 ± 6.85; 49.25 ± 6.09 ) , manifest anxiety (55.29 ±9.58;45.11 ±8.31; 43.24 ±8.32) ,dependence (58.90 ±9.09; 55.97 ±8.63; 54.05 ± 11.39) ,and social responsibility ( 37.47 ± 12.41; 43.25 ± 11.24 ;46.34 ± 14.37 ) (F1-5 = 10.32,3.83,36.17,4.11,8.23; P 1-5 ＜ 0.05 ).Except of the social responsibility (P＞ 0.05 ) ,above results all suggested higher scores in the VOGAD group than other two groups (P1 ＜ 0.05 ).Conclusion The results suggest higher scores in the psychoticism, neuroticism, dependency, manifest anxiety in VOGAD group, and lower Re in online violence game addict students.
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Objective To find some risk factors correlated with test anxiety of middle school students,and to find out influencing pathway for test anxiety. Methods 647 middle school students were investigated with Sarason' Test Anxiety Scale (TAS), Achievement Motivation Scale (AMS), Coping Style Scale for School Students ( CSS), Eysenck Personality Questionnaire( EPQ), Egma Minnen av Bardndosnauppforrestran(EMBU) and Family Environment Scale-Chinese Version(FES-CV). Statistics were done with version of SPSS14.0,and data were analyzed by Pearson correlation, multiple linenear stepwise regression and path analysis. Results The rates of test anxiety respectively was mild 25.97% ,moderate 45.65% ,severe 28.38%; there were no significant different between the male and female students anxiety ( 16.71 ± 6.44,17.01 ± 7.02, t = 1. 469, P = 0.334). Test anxiety positively correlated with Achievement motivation, reach motivation of competition, endurance, escape, expos, deny the fantasy,family conflicts,parental punished severely,excessive interference,objective deny,overprotective of father.( r 1-16 :0. 214,0. 135,0. 254,0. 216,0. 308,0.472,0. 492,0. 168,0. 249,0. 537,0. 282,0. 102,0. 238,0. 185,0. 233,0.301,0.273; P 1-16 = 0. 000 ～ 0. 030) , and negatively correlated with Problem-solving, rationalizing interpretation, family cohesion, informative, entertaining, emotional expression, organization, parental warmth and understanding ( r1-9: -0. 121, -0. 134, -0. 178, -0. 215, -0. 221, -0. 101, -0. 298, -0. 136, -0. 168; P 1-9 =0.000 ～0.007). Enter test anxiety regression equation is the reached motivation of competition,emotional expose,organization, psychosis, Neuroticism, parent's warm and understanding , mother's refuse and deny ( t 1-7: 2.496,2.521, -2.687, -2. 150,3.503,2.237,2.259; P1-7 =0.001 ～0.038). Conclusion Test anxiety is commonly find in middle school students. Test anxiety is affected by some paths that are personality,achievement motivation,emotional coping style,family environment and parental education methods.
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Objective To investigate effectiveness of meta-cognitive intervention on aged people with middle depression. Methods Geriatrist Depression Scale(GDS) and Hamilton's Depression Scale ( HAMD-17 ) were used to screen out 70 aged people with middle depression from 850 retired soldier cadres dwelling in cpla dalian sanitarium. They were randomly divided into study group( n = 35 ) and control group( n = 35 ). The experimental group received meta-cognitive intervening and general nursing care for 8 weeks, while the control group only received general nursing care for 8 weeks. HAMD-17, GDS, global assessment scale(GAS) and the Metacognitions Questionnaire(MCQ-30) were administered both at the start and the end of the 8th week. Results The total scores in HAMD and GDS were decreased significantly in study group ( HAMD: ( 1 1.54 ± 2.50 ) vs ( 13.06 ±2.82),t= -2.378, P=0. 020;GDS:(12.51 ±2.43) vs (16.06 ±2.48), t= -6. 031, P=0. 000;GAS:(77.71 ±3.03) vs (75.63 ± 3.24), t = 2. 785, P = 0. 007 ). At the end of 8th week, the MCQ total score was significantly decreased in study group (38.69 ± 4. 17,81.37 ± 5.98, t = 34. 652, P ＜ 0. 01 ). Conclusion For aged people with middle depression,good effects are got by the meta-cognitive intervening technique and meta-cognitive intervening technique improve the meta-cognitive level of aged people with middle depressive mood.
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Objective：To explore the difference in creative thinking and the related factors between deaf children and normal children.Methods：Observation group(n=122)with the hearing disability students were selected from 4 special education schools.Control group(n=122)was come from 2 ordinary primary schools and 2 ordinary middle schools.The two groups were given both the New Creativity Test and the Combined Raven's Test.Results：(1)Deaf children got lower scores than normal children in verbal fluency[(7.76±0.75)vs.(12.98±0.59),P<0.001],verbal flexibility[(4.28±0.33)vs.(7.87±0.28),P<0.001],verbal originality [(7.16±0.89)vs.(11.35±0.72),P<0.001],figural flexibility[(9.69±0.35)vs.(11.10±0.31),P=0.003]and IQ[(101.05±1.196)vs.(105.01±1.102),P=0.030].Deaf children got higher scores than normal children in figural elaboration[(3.24±0.40)vs.(1.96±0.22),P=0.006].There was no significant difference in fluency and originality of figural task between the two groups.(2)Deaf children's scores of verbal fluency and verbal originality were positively correlated with their age(β=0.310,0.301;Ps<0.01).Deaf children's scores of verbal flexibility were positively correlated with length of bilingual education(β=0.308,P<0.001).Deaf children's scores of figural fluency,figural flexibility,figural originalityand figural elaboration were correlated positively with their age of sign language(β=0.321,0.308,0.228,0.456;Ps<0.05).Conclusions:(1)Deaf children are lower than normal children in verbal fluency,verbal flexibility,verbal originality,figural flexibility,and are higher in figural elaboration.There is no difference in figural fluency and originality between them.(2)Sign language is a major related factor to deaf children's figural creative thinking.