學齡兒童之多面向，情緒覺察能力及與注意力不足／過動症症狀相關之探討

Facets of Emotional Awareness and Associations with ADHD Symptoms in School-Age Children

"注意力不足／過動症（attention deficit hyperactivity disorder, ADHD）兒童的情緒問題近來逐漸受到關注，本研究透過自我評量方式，比較ADHD 學齡兒童與控制組兒童在不同面向情緒覺察能力（包括「區辨情緒」、「留意他人情緒」、「情緒口頭分享」、「情緒分析」、「不隱藏情緒」、「身體覺察」）的差異，並探討ADHD 兒童情緒覺察能力的缺陷與ADHD 症狀之間的關係。研究對象為60 位9 到12 歲兒童，其中30 位為ADHD 兒童，30 位為控制組兒童。兒童填寫情緒覺察量表及瑞文氏標準矩陣推理測驗，家長填寫注意力缺陷過動症中文版量表（Swanson, Nolan, and Pelham rating scale, version IV, SNAP-IV）。研究結果發現：ADHD組兒童在「區辨情緒」、「留意他人情緒」、「情緒口頭分享」及「情緒分析」皆較控制組兒童得分低，但於「不隱藏情緒」、「身體覺察」則與控制組兒童無顯著差異。ADHD 兒童情緒覺察能力之缺陷與注意力不足或過動／衝動症狀間無顯著相關。研究結論：ADHD學齡兒童透過自我評量的方式呈現其情緒覺察問題，ADHD學齡兒童在「區辨情緒」、「留意他人情緒」、「情緒口頭分享」及「情緒分析」四項情緒覺察能力的發展較一般兒童不足，且情緒覺察能力為ADHD 兒童獨立於核心症狀之另一項重要缺損，臨床工作者未來應強化ADHD 學齡兒童在「區辨情緒」、「留意他人情緒」、「情緒口頭分享」及「情緒分析」的能力。"

"The emotional problems in children with Attention Deficit Hyperactivity Disorder (ADHD) had been concerned recently. The goal of the present study was to examine whether school-aged children with ADHD experience difficulties with emotion awareness (including differentiating emotions, attending to others’ emotions, verbal sharing of emotions, analyses of emotions, not hiding emotions, and bodily unawareness) by a self-report measure, and investigate the relationships between emotion awareness and ADHD symptoms. Sixty children (83.3% boys) aged 9-12 years comprised of 30 children with ADHD and 30 typically developing children participated in this study. Children completed the emotion awareness questionnaire and Raven’s Standard Progressive Matrices. Parents completed the Swanson, Nolan, and Pelham Rating Scale, Version IV. The results indicated that comparing to typically developing children, children with ADHD demonstrated impairments in differentiating emotions, attending to others’ emotions, verbal sharing of emotions, and analyses of emotions. There were no significant differences in not hiding emotions and bodily unawareness. The multiple deficits of emotion awareness were not related to ADHD symptoms. This study found that the school-aged children with ADHD report more problems in emotion awareness than the typically developing children. Children with ADHD had lower levels in differentiating emotions, attending to others’ emotions, verbal sharing of emotions, and analyses of emotions. The deficits in emotional awareness constitute a dissociable component of ADHD. Clinicians should improve the abilities of differentiating emotions, verbal sharing of emotions, attending to others’ emotions, analyses of emotions in children with ADHD."