心理干预对听障儿童语言能力及社会性发展的影响

梁妍琰; 任宇; 朱华

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心理干预对听障儿童语言能力及社会性发展的影响

康复教育 | 更新时间：2026-10-28

- 心理干预对听障儿童语言能力及社会性发展的影响
- The Influence of Psychological Intervention on the Language Ability and Social Development of Hearing-Impaired Children
- 中国听力语言康复科学杂志 2022年20卷第3期页码：216-218+229
- 作者机构：
  
  内蒙古自治区人民医院,呼和浩特,010017
- 作者简介：
- 基金信息：
- DOI：
  中图分类号： R764
- 纸质出版：2022
- 稿件说明：
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梁妍琰, 任宇, 朱华. 心理干预对听障儿童语言能力及社会性发展的影响[J]. 中国听力语言康复科学杂志, 2022,20(3):216-218+229.

梁妍琰, 任宇, 朱华. The Influence of Psychological Intervention on the Language Ability and Social Development of Hearing-Impaired Children[J]. 2022, 20(3): 216-218+229.
梁妍琰, 任宇, 朱华. 心理干预对听障儿童语言能力及社会性发展的影响[J]. 中国听力语言康复科学杂志, 2022,20(3):216-218+229. DOI：

梁妍琰, 任宇, 朱华. The Influence of Psychological Intervention on the Language Ability and Social Development of Hearing-Impaired Children[J]. 2022, 20(3): 216-218+229. DOI：

摘要

目的探讨心理干预对听障儿童语言能力及社会性发展的影响。方法选取我院2017年12月～2020年12月收治的80例听障儿童，随机分为观察组与对照组各40例，对照组患儿给予常规言语训练干预，观察组患儿在此基础上增加个性化心理干预，对比两组患儿干预前后的心理应激反应情况、心理弹性量表评分及治疗依从性和预后情况。结果两组患儿心理干预前再体验、高警觉、分离、回避等症状和应激反应总分无显著差异（P>0.05），干预后观察组患儿再体验、高警觉、分离、回避等症状和应激反应总分显著低于对照组（P<0.05）；两组患儿干预前精神、控制、能力、忍受消极情感及接受变化无显著差异（P>0.05），干预治疗后，精神、控制、能力、忍受消极情感以及接受变化显著降低，且观察组显著低于对照组（P<0.05）；两组患儿干预后听力康复有效率无明显差异（P>0.05），观察组正确发音率和治疗依从率显著高于对照组（P<0.05）。结论应用有效的心理干预方式能够减轻儿童的心理应激情况，提升语言能力，促进社会性发展，进而提升临床治疗依从性。

Abstract

Objective To explore the influence of psychological intervention on the language ability and social development of children with hearing impairment. Methods 80 hearing-impaired children admitted to our hospital from December 2017 to December 2020 were selected as the research objects

and randomly divided into observation group and control group

with 40 cases in each group. The control group were given routine nursing intervention. The observation group increased personalized psychological intervention on the basis of routine nursing intervention

and compared the psychological stress responses before and after the nursing of the two groups. The CD-RISC score

treatment compliance and prognosis were also reported. Results There was no significant difference in the total score of experience symptom

high alert symptom

separation symptom

avoidance symptom and stress response before psychological intervention between the two groups（P>0.05）. After nursing intervention

the total score of the observation group was significantly lower than that of the control group（P<0.05）. There was no significant difference in the mental

control

ability

negative emotion and acceptance changes before the nursing of the two groups（P>0.05）. After the treatment and nursing

the mental

control

ability

negative emotion and acceptance of the two groups were significantly reduced

and the score of the observation group was lower than that of the control group（P<0.05）. There was no significant difference in the effective rate of hearing recovery between the two groups after nursing intervention（P>0.05）. The correct pronunciation rate and the treatment compliance rate were higher than that of the control group（P<0.05）. Conclusion The effective psychological intervention can reduce the mental stress of children with mental disorder

improve language ability

promote the development of social

and then improve the clinical treatment compliance of hearing-impaired children.

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