| Objective : To explore the effectiveness of the children’s psychological crisis intervention training to enhance school-age children’s ability of emotion regulation, behavior management and social interactions, by improving the emotional, behavioral, and interpersonal problems.Methods: The children’s psychological crisis intervention training(essential version for school-age children) was implemented on 383 school-age children, whose parent and teacher completed the Strengths and Difficulties Questionnaire(parent and teacher version, SDQ) respectively at baseline, 3 months follow-up and 6 months follow-up, and then compared the differences of the scores.Results:The results of SDQ(parent version): the score of hyperactivity inattention at 3 months follow-up was lower than that at baseline(P<0.05), and the score at 6 months follow-up was further lower than that at 3 months follow-up(F=28.14,P<0.05). The score of total difficulties at 3 months follow-up and 6 months follow-up were both significantly lower than that at baseline(F=8.11, P<0.05). The results of SDQ(teacher version): the scores of hyperactivity inattention and total difficulties at 3 months follow-up were lower than that at baseline(P<0.05), and the scores at 6 months follow-up were further lower than that at 3 months follow-up(F=81.56~87.53, P<0.05). The score of prosocial behavior factor at 3 months follow-up was significantly higher than that at baseline, and the score at 6 months follow-up was further higher than that at 3 months follow-up(F=27.99, P<0.05). The scores of emotional symptoms, conduct problems and peer problems at 6 months follow-up were all significantly lower than that at baseline and 3 months follow-up(F=26.92~63.66, P<0.05).Conclusion : The children’s psychological crisis intervention training(essential version for school-age children) is school-based primary training. The emotional, behavioral and interpersonal problems of school-age children can be improved by it.Objective : To explore the effectiveness of the children’s psychological crisis intervention training to enhance preschool children’s ability of emotion regulation, behavior management and social interactions, by improving the emotional, behavioral, and interpersonal problems.Methods: The children’s psychological crisis intervention training(version for preschool children) was implemented on 185 preschool children, whose parent completed the Strengths and Difficulties Questionnaire(parent and teacher version, SDQ) respectively at prior and after intervention, 3 months follow-up and 6 months follow-up, and then compared the differences of the scores..Results:SDQ(teacher version) results: the scores of emotional symptoms, conduct problems, hyperactivity inattention, peer problem, prosocial behavior and total difficulties at 3 months after the intervention were lower than that of the baseline(F=35.24~97.11, P<0.05); and the score of hyperactivity inattention at 6 months after intervention was also lower than that at 3 months after intervention(F=76.85, P<0.05).Conclusion:The contents of children’s psychological crisis intervention training(version for preschool children), a school-based training, conform with the development of preschool children. The emotional, behavioral and interpersonal problems of preschool children can be improved by it.Objective: To explore the efficiency of the intervention to improve teacher’s knowledge about trauma.Methods: 77 teachers in the elementary school and kindergarten completed the questionnaires before and after the intervention, and then compare the differences of the awareness rate.Results: The awareness rate of the basic knowledge of trauma factor before intervention was 64.0%, and the awareness rate after intervention was 67.5%(Z=1.29, P>1.290); the awareness rate of post-traumatic reaction factor before intervention was 61.8%, and the awareness rate after intervention was 69.5%(Z=2.09, P<0.05); the awareness rate of teachers’ strategies factor before intervention was 57.1%, and the awareness rate after intervention was(Z=3.00, P<0.05). The awareness rate increased differently between before and after intervention about each option, the maximum of the awareness rate increased was 31.2%.Conclusion: The instruction of the mechanism of children’s psychological crisis intervention can improve teachers’ awareness rate of trauma related knowledge, especially at the factor of response after traumatic events and strategies of traumatic event. |
