Objective To explore the therapeutic effect of transcranial electrical stimulation (tDCS) on verbal dysfunction after stroke.Methods 86 patients with stroke aphasia were included in the study.They were divided into two groups according to the time of treatment and single and double numbers.43 patients in the control group received language rehabilitation training,43 cases in the observation group were given tDCS combined with language rehabilitation training.The clinical treatment effect was compared between the two groups.Results The effective rates of the observation group and the control group were 93.02％ and 62.79％ respectively,the difference between the two groups was statistically significant (χ2=7.667,P＜0.05).The language proficiency scores of the observation group and the control group were (176.60±13.23) and (144.62±10.29),respectively,which were significantly higher than pre-treatment (t=6.553,7.919,all P＜0.05),which of the observation group was superior to the control group,the difference between the two groups was statistically significant (t=6.830,P＜0.05).The CADL scores of the observation group and the control group were (85.86±6.87)points and (68.76±5.88)points,respectively,which were significantly higher than pre-treatment (t=6.879,8.472,all P＜0.05),which of the observation group was better than the control group,the difference was statistically significant (t=6.692,P＜0.05).ConclusiontDCS combined with language rehabilitation training can improve the verbal function of patients and improve their daily communication ability,which is beneficial to the rehabilitation of patients,and it is worth to learn.

ObjectiveTo discuss the family environment characteristics of senior high school students with psychological problems， and to provide references for realizing management of senior high school students' mental health. MethodsA total of 1 917 senior high school students in Foshan No. 2 Middle School were enrolled， and assessed using Middle School Student Mental Health Scale （MSSMHS-60） and a self-compiled family environment questionnaire. Then the family environment characteristics of senior high school students with psychological problems were analyzed. ResultsThe total score of MSSMHS-60 was （1.83±0.49） in 1 917 senior high school students， and was （2.40±0.36） in 602 （31.40%） students with psychological problems. The detection rate of psychological problems demonstrated significant difference among senior high school students with different status of companionship， household finance， parental rearing style and kinship （χ²=16.951， 38.142， 90.545， 59.448， P<0.05 or 0.01）. Binary Logistic regression analysis showed that the presence of frequent parental quarrels was a risk factor for senior high school students' mental health （OR=3.120， P<0.01）. ConclusionThe detection rate of psychological problems is high among senior high school students in Foshan City， and family disputes is a risk factor for psychological problems.