社交技能训练对恢复期精神分裂症患者康复效果的随访研究

目的探讨社交技能训练对恢复期精神分裂症患者的康复效果。方法将110例恢复期精神分裂症患者随机分为观察组和对照组各55例,两组均维持原抗精神病药治疗,且日用剂量不变,观察组在此基础上实施12次社交技能训练,为期6周。随后对两组患者进行为期半年的随访。采用阴性与阳性症状量表(PAN SS)、大体评定量表(GA S)、社交技能量表(SSC)及社会适应能力评定量表(SAFE)分别于入组时及随访第1个月、3个月及半年时进行评估。结果随访第1个月、3个月及半年时,观察组PAN SS总分及阴性症状、SSC及SAFE评分均明显低于对照组(PAN SS总分:t=2.82,2.79,3.20;阴性症状评分:t=4.11,4.35,8.12;SSC评分:t=5.43,7.25,8.45;SAFE评分:t=3.48,8.67,9.49;P均<0.01);而GA S评分则明显高于对照组(t=2.04,2.36,3.34;P<0.05或P<0.01)。结论社交技能训练有助于改善恢复期精神分裂症患者的精神症状,提高其社交技能和社会适应能力。     

社交技能训练路径对康复期精神分裂症患者社交技能的影响研究

目的 探讨社交技能训练路径对康复期精神分裂症惠者社交技能的影响.方法 将100倒康复期精神分裂症患者随机分为研究组和对照组各50人,研究组除按常规训练外,每周按照社交技能训练路径进行2～3次社交技能训练.时间2个月.对照组只做常规训练.用社交技能量表分别在训练前、训练4周、训练8周调查评定;了解患者2个月内所掌握的社交...     

精神分裂症患者的社交技能训练(综述)

多数精神分裂症在临床症状缓解的同时,仍然存在社交及认知缺陷,影响生活质量.因此,有学者提出社交技能缺陷症状的概念,并认为是精神分裂症除阳性症状和阴性症状之外的另一个特征性症状[1].抗精神病药物虽然可以治疗幻觉、妄想,却无法改善社交技能缺陷[1-2].从20世纪60年代开始,不断有学者尝试采用社交技能训练(social skills training,SST)来改善精神分裂症患者的社交技能缺陷,提高他们的生活质量和功能结局[3-4].本文介绍社交技能训练的理论与方法,为开展相关治疗和研究提供依据.     

小组社交技能训练应用于慢性精神分裂症患者中的效果

目的:探讨小组社交技能训练应用于慢性精神分裂症患者中的效果.方法:选取上海市闵行区精神卫生中心2019年1月至2020年7月门诊收治的148例慢性精神分裂症患者,采用双盲、随机临床试验设计,按随机数字表法分为两组.随访3个月中脱落2例,最终纳入146例作为研究对象.对照组(n=73)行常规康复训练,观察组(n=73)在...     

精神分裂症衰退期患者的社会技能训练疗效观察

目的探讨社会技能训练对精神分裂症衰退期患者的疗效.方法随机抽取病例分组对照,对33例住院精神分裂症衰退期病人进行社会技能训练,以阴性症状量表（SANS）,住院精神病人社会功能评定量表（SSPI）评定.结果治疗组SANS及SSPI治疗前后总评分有显著性差异（P〈0.001）,而对照组两量表总分治疗前后无显著性差异（P〉0.05）.结论社会技能训练对减轻阴性症状,改善社会交往技能有效.     

精神分裂症患者实施心理调节技能训练的效果

目的探讨心理调节技能训练对精神分裂症患者的效果。方法 96例精神分裂症患者随机分为研究组及对照组,研究组应用抗精神病药物治疗的同时合并心理调节技能训练,对照组单一应用抗精神病药物治疗,分别在基线、治疗2、4、6周末进行阳性与阴性症状量表(PANSS)评定,并进行服药依从性比较。结果治疗后两组PANSS评分较治疗前明显下降,研究组下降更明显,两组疗效有统计学差异(χ2=7.21),服药依从性有显著性差异(χ2=9.63)。结论对精神分裂症患者实施心理调节技能训练,增加患者服药的依从性,能够提高疗效。     

英语语言训练对恢复期住院精神分裂症患者认知功能的影响

目的探讨英语语言训练对恢复期住院精神分裂症患者认知功能的影响。方法应用英语语言训练的方法对50例符合ICD-10精神分裂症诊断标准的住院精神分裂症患者进行听、说、读、写训练。每日1次,每次训练时间45分钟,为期8周。分别于训练前、训练结束时应用Stroop测验的彩色文字阅读和彩色文字颜色阅读(Stroop-C,Stroop-CW)、连线测验A和B(TMT-A,TMT-B)、中国修订韦氏成人智力量表(WAIS-RC)的数字广度测验、韦氏记忆量表-Ⅲ(WMS-Ⅲ)的空间广度测验和言语流畅性测验(VFT)对患者的认知功能进行测评。结果 50例全部完成了8周的训练。训练前和训练结束时Stroop-C(t=-8.602)、Stroop-CW(t=-17.648)、TMT-A(t=10.298)、TMT-B(t=15.145)、数字广度测验-顺行(t=-10.266)、数字广度测验-逆行(t=-11.235)、空间广度测验-顺行(t=-10.923)、空间广度测验-逆行(t=-10.753)、VFT(t=-9.882)评分比较差异有统计学意义(P<0.01)。结论英语语言训练对恢复期住院精神分裂症患者的认知功能有明显的改善作用。     

社区精神分裂症患者的社会技能训练疗效研究

目的探讨社会技能训练对社区精神分裂症患者的疗效。方法将75例精神分裂症患者随机分两组．对38例精神分裂症病人进行为期1年的社会技能训练,以简明精神病评定量表（BPRS）、阴性症状量表（SANS）、社会功能缺陷筛选表（SDSS）。进行评定。结果训练组BPRS、SANS及SDSS治疗前后总评分有显著性差异（P〈0．001）．而对照组量表总分治疗前后无显著性差异（P〉0．05）。结论社会技能训练对减轻阴性症状．改善社会功能有效。     

工作相关社交技能训练对抑郁症患者职业康复的效果

目的 探讨工作相关社交技能训练对抑郁症患者职业康复的影响.方法 将100例患者随机分为研究组和对照组各50例,对照组接受一般门诊咨询和随访服务,研究组在此基础上进行工作相关社交技能训练（WSST）,疗程为10周.在入组前、训练结束后随访3个月时对两组患者采用汉密尔顿抑郁量表（HAMD-24）和工作社交技巧评估量表（WSSS）进行评定,同时统计两组找到竞争性工作岗位的例数.结果 训练前两组在HAMD、WSSS评分差异无统计学差异（P＞0.05）,训练结束后随访3个月两组HAMD、WSSS评分差异有统计学差异（P＜0.01）,研究组有12例找到竞争性工作岗位,对照组有4例找到竞争性工作岗位.结论 工作相关社交技能训练可以改善抑郁症患者的症状,提高就业比率.     

青少年及成年孤独症谱系障碍患者社交技能训练的疗效

目的:探讨社交技能训练对青少年和成人孤独症谱系障碍(ASD)患者社会交往障碍的疗效。方法:入组符合美国精神障碍诊断与统计手册第5版(DSM-5)ASD诊断标准的12~30岁被试44例,分为训练组(n=22)和对照组(n=22)。对训练组进行为期14周的社交技能训练,训练前(基线)和训练结束(终点)时,对两组患者进行异常行为量表(ABC)和社交反应量表(SRS)的评定以及心理推理任务和执行功能测查任务的评估。结果:训练组终点的ABC总分和社会退缩因子分,SRS总分和社交知觉、社交认知、社交沟通因子分均低于基线(均P<0.05),心理推理的二级错误信念任务的通过率高于基线(P<0.05),执行功能的Rey复杂图形记忆任务中的延迟记忆结构分、延迟记忆细节分高于基线,连线测验中的数字字母连线时间、B测验完成时-A测验完成时短于基线(均P<0.05)。而对照组在终点时,除ABC社会退缩因子外,其余上述项目与基线时相比差异均无统计学意义(均P>0.05)。结论:社交技能训练能够有效改善青少年和成年ASD患者的整体症状和社会交往障碍,还能有效提高青少年和成年ASD患者的心理推理能力和执行功能。     

Emotion recognition and social skills in child and adolescent offspring of parents with schizophrenia

Introduction: Emotion recognition, a social cognition domain, is impaired in people with schizophrenia and contributes to social dysfunction. Whether impaired emotion recognition emerges as a manifestation of illness or predates symptoms is unclear. Findings from studies of emotion recognition impairments in first-degree relatives of people with schizophrenia are mixed and, to our knowledge, no studies have investigated the link between emotion recognition and social functioning in that population.

Methods: This study examined facial affect recognition and social skills in 16 offspring of parents with schizophrenia (familial high-risk/FHR) compared to 34 age- and sex-matched healthy controls (HC), ages 7–19.

Results: As hypothesised, FHR children exhibited impaired overall accuracy, accuracy in identifying fearful faces, and overall recognition speed relative to controls. Age-adjusted facial affect recognition accuracy scores predicted parent’s overall rating of their child’s social skills for both groups.

Conclusions: This study supports the presence of facial affect recognition deficits in FHR children. Importantly, as the first known study to suggest the presence of these deficits in young, asymptomatic FHR children, it extends findings to a developmental stage predating symptoms. Further, findings point to a relationship between early emotion recognition and social skills. Improved characterisation of deficits in FHR children could inform early intervention.     

精神分裂症患者的前瞻性记忆与社会功能

目的:探讨精神分裂症患者的前瞻性记忆(PM)与社会功能的关系.方法:选取符合美国精神障碍诊断与统计手册第4版(DSM-Ⅳ)精神分裂症诊断标准的患者40例和健康对照30例.采用2项PM任务评估两组的前瞻性记忆功能,以简明精神病评定量表(BPRS)评估精神分裂症患者的精神病性症状,以加州大学圣地亚哥分校基于任务的生活能力测验简版(UPSA-B)评估精神分裂症患者的社会功能.结果:精神分裂症组基于事件的PM (EBPM)[(0.49±0.29)vs.(0.85 ±0.16)]和基于时间的PM(TBPM)[(0.62±0.31) vs.(0.93±0.11)]得分低于健康对照组(P＜0.01).相关分析显示精神分裂症患者EBPM(r=0.60,P＜0.01)、TBPM(r=0.50,P＜0.01)得分与UPSA-B得分正相关,与BPRS总分无统计学意义的相关.Linear回归分析显示,TBPM得分越高,UPSA得分越高(β=0.50,P＜0.01).结论:精神分裂症患者存在前瞻性记忆损伤,该损伤很可能与患者基本社会功能受损密切相关.     

Cognitive adaptation training for outpatients with schizophrenia

Schizophrenia is a complex neurodevelopmental disorder characterized by cognitive deficits. These deficits in cognitive functioning have been shown to relate to a variety of functional and treatment outcomes. Cognitive adaptation training (CAT) is a home‐based, manual‐driven treatment that utilizes environmental supports and compensatory strategies to bypass cognitive deficits and improve target behaviors and functional outcomes in individuals with schizophrenia. Unlike traditional case management, CAT provides environmental supports and compensatory strategies tailored to meet the behavioral style and neurocognitive deficits of each individual patient. The case of Ms. L. is presented to illustrate CAT treatment. © 2009 Wiley Periodicals, Inc. J Clin Psychol: In Session 65:1–12, 2009.     

Training faculty to facilitate communication skills training: development and evaluation of a workshop

OBJECTIVE: To develop a workshop for training faculty to facilitate small group role play sessions for a communication skills training program and assess the impact of that workshop on the trainees' self-efficacy about facilitation skills. METHODS: A multi-specialty group of 33 attending physicians at a Comprehensive Cancer Center were trained in a Facilitating Communication Skills Training workshop in order to prepare them to facilitate small group role play with fellows and residents. The workshop curriculum was based on theory and literature on teaching communication skills. RESULTS: The workshop had a significant effect on participants' self-efficacy in facilitating communication skills training. At least 75% of participants reported feeling comfortable facilitating communication skills training small groups. CONCLUSION: This facilitation workshop was successful in providing participants with confidence to successfully facilitate small group role play sessions in communication skills training. PRACTICE IMPLICATIONS: In order to evaluate the effectiveness of communication skills training programs, it is important to have trained facilitators who adhere to a set of facilitation guidelines. Workshops on facilitation skills provide the background and practice time necessary as a first step in the training process.     

A skills training approach to smoking prevention among hispanic youth

The present study was designed to test the feasibility, acceptability, and effectiveness of a 15-session smoking prevention intervention with a predominantly hispanic (74%) sample of seventh-grade students (N=471) in eight urban schools in the New York area. The smoking prevention curriculum teaches social resistance skills within the context of a broader intervention promoting general personal and social competence and was implemented in this study by regular classroom teachers. Results of logistic regression analyses provided preliminary evidence of the efficacy of this type of smoking prevention strategy with urban minority youth when implemented with a reasonable degree of fidelity. The significance of these findings is that they provide support for the generalizability of an approach previously found to be effective with white middle-class populations to a predominantly hispanic inner-city population.This research was supported by Grant 1 R18 CA 39280 from the National Cancer Institute.     

A meta-analysis of controlled research on social skills training for schizophrenia

A meta-analysis of randomized, controlled trials of social skills training for schizophrenia was conducted. Outcome measures from 22 studies including 1,521 clients were categorized according to a proximal-distal continuum in relation to the presumed site of action of skills training interventions, with content mastery tests and performance-based measures of skills assumed to be most proximal, community functioning and negative symptoms intermediate, and general symptoms and relapse most distal. Results reveal a large weighted mean effect size for content-mastery exams (d = 1.20), a moderate mean effect size for performance-based measures of social and daily living skills (d = 0.52), moderate mean effect sizes for community functioning (d = 0.52) and negative symptoms (d = 0.40), and small mean effect sizes for other symptoms (d = 0.15) and relapse (d = 0.23). These results support the efficacy of social skills training for improving psychosocial functioning in schizophrenia.