文章摘要
向均怡，金柳荫，钱红，王高华，舒畅.人际关系对青少年抑郁症患者非自杀性自伤行为的影响[J].神经损伤功能重建,2022,17(知网首发):
人际关系对青少年抑郁症患者非自杀性自伤行为的影响
The Influence of Interpersonal Relationship on Non-suicidal Self-injury Behavior in Adoles⁃cents with Depression
  
DOI：
中文关键词: 抑郁症  非自杀性自伤  人际关系
英文关键词: depression  non-suicidal self-injury  interpersonal relationships
基金项目:
作者单位
向均怡，金柳荫，钱红，王高华，舒畅 武汉大学人民医院 精神卫生中心 
摘要点击次数: 1084
全文下载次数: 1640
中文摘要:
      目的：探讨人际关系对首次发病青少年抑郁症患者非自杀性自伤行为（NSSI）的影响。方法：纳入80 例青少年抑郁症患者，采用青少年自我伤害问卷进行评估，根据有无NSSI，将患者分为伴NSSI组和不伴 NSSI组。所有入组对象采用汉密尔顿抑郁量表-17项（HAMD-17）、汉密尔顿焦虑量表（HAMA）评估抑郁 及焦虑症状；采用亲子亲密度量表、同伴关系量表、师生关系量表评估样本的人际关系情况，并进行组间比 较。采用二元Logistic回归分析人际关系中NSSI的独立风险因素；采用Pearson相关分析分析各变量之间 的相关程度。结果：纳入伴NSSI组42例（52.5%），不伴NSSI组38例（47.5%）。与不伴NSSI组相比较，伴 NSSI组在HAMD-17、HAMA、同伴恐怖自卑、师生关系冲突性方面得分更高（均P＜0.01），在亲子亲密度、 父亲亲密度、母亲亲密度、同伴关系总分、同伴接受、师生关系亲密性、师生关系支持性、师生关系满意度方 面得分更低（均P＜0.01或P＜0.05）。Logistic回归分析显示同伴接受、同伴恐怖自卑、父亲亲密度及母亲亲 密度为NSSI的独立风险因素。Pearson相关分析显示，伴NSSI组的NSSI得分与母亲亲密度呈负相关（P＜ 0.01）。HAMD-17及HAMA得分与NSSI得分呈正相关（P＜0.05或P＜0.01），与师生关系冲突性、同伴恐怖 自卑呈正相关（P＜0.05或P＜0.01）。在HAMD-17的各项因子与指标中，焦虑/躯体化因子与同伴恐怖自卑 及NSSI得分呈正相关（均P＜0.01）；认知障碍因子与师生关系冲突性及NSSI得分呈正相关（均P＜0.05）， 且与师生关系亲密度、父亲亲密度、母亲亲密度呈负相关（均P＜0.05）；迟缓因子则与师生关系冲突性以及 同伴恐怖自卑呈正相关（均P＜0.05）。结论：青少年抑郁症患者NSSI行为发生率较高，且与人际关系有关， 不良的师生关系、同伴关系和亲子关系，更容易导致出现NSSI行为。
英文摘要:
      To investigate the effect of interpersonal relationships on non-suicidal self-injury (NSSI) in adolescents with first episode depression. Methods: Eighty adolescent patients with first episode depression were enrolled and evaluated by the adolescent self-injury questionnaire for NSSI. According to the presence or absence of NSSI, patients were divided into NSSI group and no-NSSI group. All subjects were assessed with Hamilton Depression Scale (HAMD-17) and Hamilton Anxiety Scale (HAMA) for depression and anxiety symptoms. Parent-child intimacy scale, peer relationship scale, and teacher-student relationship scale were used to evaluate the interpersonal relationship of the samples, and an inter-group comparison was conducted. The independent risk factors of interpersonal relationships for NSSI were analyzed by binary Logistic regression. Pearson correlation analysis was used to analyze the relationship between NSSI and interpersonal relationships. Re⁃ sults: 42 cases (52.5%) were enrolled NSSI group and 38 cases (47.5%) in no-NSSI group. Compared with the no-NSSI group, cases in the NSSI group scored higher in HAMD-17, HAMA, peer terror inferiority complex, and conflict of teacher-student relationship (all P<0.01), and lower in parent-child intimacy, father intimacy, mother intimacy, the total score of peer relationship, peer acceptance, intimacy of teacher-student relationship, support of teacher-student relationship and satisfaction of teacher-student relationship (all P<0.01 or P<0.05). Lo- gistic regression analysis showed that peer acceptance, peer fear and inferiority, father intimacy, and mother intimacy were independent risk factors of NSSI. Pearson correlation analysis showed a negative correlation between NSSI score and maternal intimacy in the NSSI group (P<0.01). HAMD-17 and HAMA scores were positively correlated with NSSI scores (P<0.05 or P<0.01), conflict between teachers and students, peer terror and inferiority complex (P<0.05 or P<0.01). Among the factors and indexes of HAMD-17, the anxiety/somatization factor was positively correlated with peer terror inferiority complex and NSSI score (all P<0.01); cognitive impairment factors were positively correlated with the conflict of the teacher-student relationship and NSSI score (all P< 0.05), and negatively correlated with the intimacy of teacher-student relationship, father intimacy and mother intimacy (all P<0.05); the retardation factor was positively correlated with the conflict of the teacher-student relationship and peer terror and inferiority complex (all P<0.05). Conclusion: Adolescents with depression have a high incidence of NSSI behaviors, which is related to interpersonal relationships. The poor teacher-student relationship, poor peer relationship, and the poor parent-child relationship are more likely to lead to NSSI behaviors.
查看全文   查看/发表评论  下载PDF阅读器
关闭