Effects of teaching resourcefulness and acceptance on affect, behavior, and cognition of chronically ill elders.
Effects of teaching resourcefulness and acceptance on affect, behavior, and cognition of chronically ill elders.
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教学的机智和接受对慢性病老年人的情感、行为和认知的影响。
DOI：
10.1080/01612840701354547
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发表时间：
2007
影响因子：
2.1
通讯作者：
Musil,CarolM
中科院分区：
文献类型：
--
作者：
Zauszniewski,JacleneA;Bekhet,AbirK;Lai,Chien-Yu;McDonald,PatriciaE;Musil,CarolM
这项临床试验考察了176名慢性疾病老年人的情感、行为和认知的变化，他们被随机分配到足智性训练(RT)、接受训练(AT)或转移活动(DA)。RT组在情感(t(1，42)=4.91；p<；.001)和认知(t(1，42)=2.03；p<；.05)方面均有改善，并持续12周。AT组在情感上有所改善(t(1，36)=3.08；p<；.01)，但这种改善并没有持续下去。6周后，RT组和AT组均出现阳性行为改变。DA组无明显变化。研究结果表明，教导老年人足智多谋并接受慢性病可能会促进他们的健康功能，提高他们的生活质量。
This clinical trial examined changes in affect, behavior, and cognition in 176 chronically ill elders who were randomly assigned to Resourcefulness Training (RT), Acceptance Training (AT), or Diversional Activities (DA). The RT group improved on affect (t(1,42) = 4.91;p< .001) and cognition (t(1,42) = 2.03;p< .05) and these effects lasted 12 weeks. The AT group improved on affect (t(1,36) = 3.08;p< .01), but this improvement did not persist. The RT and AT groups both showed positive behavior changes after six weeks. There were no changes in the DA group. The findings suggest that teaching elders resourcefulness and acceptance of chronic conditions may promote healthy functioning and improve their quality of life.