香港心理衞生期刊 四十卷 第一期 二０一四年夏 Hong Kong Journal of Mental Health Volume 40 No.1 Summer 2014
Message from Issue Editor
Social competence as the centrality of intervention for autism spectrum disorder (ASD): why and how?
Raymond W S Chan T L Lo C P Tang Child & Adolescent Team Kwai Chung Hospital |
Abstract
| Social impairments have long been associated with autism spectrum disorder (ASD). Drawing on evidence from current theoretical and research advances, it is posited that the deficits play a centrality role in defining ASD. Thus, social intervention should be a core and basic focus in treating the disorder. Ways to move forward along this direction are discussed and suggested with the hope that the treatment effectiveness of ASD may further improve. |
摘要
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為什麼建立社交能力是介入自閉症的核心? 怎樣做？ 長久以來，社交障礙被確認與自閉症相關。本文根據最新的理論及研究，提倡社交缺損為界定自閉症的最重要徵狀。故此，社交訓練應作為治療自閉症的核心焦點。在此前提下，本文討論及建議向前推進的方法，以祈望治療自閉症的效能可向前更跨進。 |
Keywords
| Social competence, Autism Spectrum Disorder (ASD), Social impairments |
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Developing social competence among high-functioning youth with autism spectrum disorders: A pilot experience in Hong Kong
Sania S W Yau Jessica P S Tang Adair W H Li Cecilia Y T Hon New Life Psychiatric Rehabilitation Association S F Hung Raymond W S Chan C P Tang K P Chan |
Abstract
| Social interaction deficit is the central characteristic among individuals with diagnosis of Autism Spectrum Disorders (ASD). There is growing evidence on effectiveness of social competence intervention (SCI) for high-functioning youth with ASD. Services and programmes adopting the SCI approach for working with high-functioning youth challenged by ASD, however, are limited in Hong Kong. Local experience and literature for evidenceinformed practice with these individuals are yet to be established. A pilot project – “iLinks Social Enrichment Project for Teens with Autism Spectrum Disorders” was launched, with a social competence training group as the core intervention component. Using the Social Responsiveness Scale and a self-developed assessment to measure the effectiveness of the training group, the study showed that participants indicated significant improvement on social competence through systematic training in cognitive, emotional and behavioural aspects. Greater enhancement was found among participants whose parents also attended the training group on social competence. In this paper, the authors will give an outline of the pilot initiative and report the outcomes found from the community-based social competence training groups. Implications for practices will also be drawn and discussed. |
摘要
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發展智力健全自閉症障礙青少年的社交能力：香港實踐經驗初探 為受自閉症障礙影響而智力健全的青少年提供社交能力介入之實證成效日見增長。靈思園地：自閉症青少年社交豐健計劃是一項專門提供社交能力訓練小組的試驗性服務。小組前後對照研究發現，透過認知、情緒及行為多方面的系統性訓練，參加者的社交能力有顯著提昇。參加者的家長若同時接受小組訓練，則其子女對比家長沒有參加訓練的子女有更明顯的進步。本文將會概述此計劃之成效，並就服務發展方向作出一些建議。 |
Keywords
| Social competence, high-functioning autism spectrum disorders, youth |
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Application of DIR/Floortime model in the psychiatric service for very young children with autism in Hong Kong
Joyce W S Mok K H Chung Child and Adolescent Mental Health Service United Christian Hospital |
Abstract
| In recent years, children suspected of autism referred to our service have been getting younger, and some are toddlers at the time of referral, so there is a need to provide an age-appropriate intervention program for this very young age group. The DIR/Floortime model, which encourages caregivers to follow their child’s emotions and interests and to interact with them in a natural social environment, fits well to the young children’s developmental characteristics. This helps children develop along the roadmap of the functional emotional developmental milestones, in which a child has to master the basic ones in order to build healthy foundation for higher levels of social, emotional, and intellectual capacities. This paper shares our experience in applying the DIR/Floortime model in a local psychiatric setting for very young children with autism, and states how it helps to address the current service gaps. Some local preliminary data indicating the need of interaction coaching for caregivers, and future directions for local autism services for very young children are also discussed. |
摘要
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「DIR/地板時間」模式如何應用於香港自閉症幼兒的精神科服務 近年來，由於轉介到本服務的懷疑自閉症兒童年齡愈來愈年幼，有些在轉介時還是學步幼兒，因此有需要為這個年齡群組的兒童提供適切的治療方案。「DIR/地板時間」模式鼓勵照顧者跟隨兒童的情緒和興趣，並在自然的社交環境下與兒童進行互動。這正好配合了幼兒的學習特徵，將有助兒童循着功能性情緒發展的路線圖，首先掌握基層的里程碑，以便為更高層次的社交、情緒及智能發展打穩良好的基礎。本文會分享我們如何應用此模式於自閉症幼兒精神科服務的經驗，並且根據一些本地研究數據探討親子互動技巧訓練的需要，及展望香港自閉症幼兒服務的未來方向。 |
Keywords
| DIR/Floortime, autism spectrum disorder, Hong Kong |
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Voices from the parents: Exploring the unmet important family needs of parents of preschoolers with autism spectrum disorder in community setting using the family needs questionnaire – Hong Kong Chinese translated version
Theodore C K Cheung 1, 2
C K Yeung 1
Esther Y H Koo 1
Wing W H Chan 1
1 Kingdom A, Yang Memorial Methodist Social Service
2 Department of Clinical Psychology, United Christian Hospital, Hospital Authority
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Abstract
| This study aims to systemically investigate the unmet family needs of parents of preschoolers with Autism Spectrum Disorder. The 54-item Family Need Questionnaire (FNQ) was translated and validated to enable quantitative analysis of the importance of diverse family needs and their status of being addressed or not. A total of 112 parents of ASD children were recruited in the autism centre. Most of the children were newly diagnosed and the families were new to the various services for their children and the families. The results suggested that the children-centred needs outweighed the parentcentred ones in terms of need importance. Furthermore, it is alarming to reveal that over three-fourth of the parents reported that 15 out of shortlisted 22 important family needs were under the “unmet” categories, suggesting huge service gaps that require immediate attention from policy makers and service providers. Themes of the most important unmet needs highlighted the priority in addressing the needs for information, continuity of service, communication, access to care, and social inclusion. The clinical and practical implications in treatment design and service planning was further discussed. |
摘要
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來自家長的聲音：探索患有自閉症譜系障礙之學前兒童的家庭需要 本研究旨在有系統地探討患有自閉症之學前兒童父母的一些未滿足的家庭需求。為確保能量化分析家庭需要之重要性，以及其需要有否被滿足，研究運用經翻譯及驗證，含有54 個項目的家庭需要問卷（FNQ）。研究於自閉症中心招募了112患有自閉症兒童之家長，當中大部分家長的孩子為初診斷、並初次接觸對其子女或家庭所需要的各種服務。研究結果顯示在以兒童為中心的需求的重要性比父母為中心的需求為高。此外，令人震驚的是，超過四分之三的家長表示，22項被家長評為重要的需求當中，有15項是在“未滿足”的類別，此等龐大的服務與需求差距必須為政策制定者和服務提供者所正視。另外，就最重要及未被滿足的需求進行進一步分析後，強調應滿足資訊、服務延續、與家長溝通、日常及緊急聯絡服務、以及孩子融合社群的需要。本研究亦進一步討論研究結果對於臨牀及實際上設計治療及計劃服務所帶來的影響。 |
Keywords
| autism spectrum disorders, family needs, preschoolers |
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An evaluation of a parent emotion management group (PEMG) for highly distressed parents of children with disabilities
K P Chan Yaumatei Child Psychiatric Centre |
Abstract
| This paper reports an overview on Parent Emotion Management Group (PEMG) for highly distressed parents of disability children who also had severe difficulties in parenting and home training. The objectives of the PEMG were to regulate participants’ distorted thinking and reduce parental stress. The PEMG consisted of eight sessions and emphasized on adjusting distorted thinking related to parental stress particular towards their difficult parenting times. Twenty-eight participants completed the group with pre and post assessment of Beck Depression Inventory-II (BDI-II) and Beck Anxiety Inventory (BAI). The result indicated there was a decreasing trend in participants’ depression and anxiety level after the program. Feedback from the participants showed they had better understanding of themselves particular to the relationships among their thinking, feeling and behaviors. Some participants reported better stress management, problem solving and emotional control; which in return improved their parent-child relationship. The PEMG benefited those highly distressed parents with children of ASD. |
摘要
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「家長情緒管理小組」成效評估 -為家有發展障礙孩子並受高度情緒困擾的家長而設的治療小組 本概覽涵蓋以小組治療為方法，針對有發展障礙孩子(包括自閉症譜系障礙)的家長，他們同時有高壓力及在管教時有困難。小組強調調校引起壓力的扭曲想法，針對教養時感到最困難的處境。結果顯示參加者的抑鬱及焦慮指數有降低的趨勢。反饋顯示父母在情緒控制，壓力處理及親子關係有所改善。 |
Keywords
| Parent Emotion Management, highly distressed parents of children with disabilities, distorted thinking |
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| PDF |
