Objective:To investigate the episodic future thinking in patients with schizophrenia from three per-spectives including the specificity,emotional valence,and content.Methods:Totally 25 patients with schizophrenia who met the Diagnostic and Statistical Manual of Mental Disorder,Fourth Edition (DSM-Ⅳ)criteria and 25 healthy controls matched with gender,age,and years of education participated in this study.The Sentence Completion for E-vents in the Future Test (SCEFT)was used to test episodic future thinking.Results:Schizophrenia patients showed deficits in episodic future thinking[(0.13 ±0.10)vs.(0.31 ±0.12),P <0.01].They had problems in imaging the specific events even after controlling for working memory and verbal memory [F(1,54)=6.60,P <0.05].More-over,they generated less positive events compared with the healthy controls [(0.36 ±0.20)vs.(0.48 ±0.16),P <0.01].As to the content,schizophrenia patients generated more events about hospitalization [0 (0,0.64)vs.0,P <0.01],more events that were unclassifiable [0.36 (0.09,0.64)vs.0.09 (0,0.36),P <0.01],and less events re-lated with personal career [0 (0,0.27)vs.0.18 (0,0.45),P <0.01].Conclusion:It suggests that schizophrenia patients show deficits in episodic future thinking.They have problems in imaging the specific events,and they have more negative thinking.

Objective To investigate the effects of social skills training on behavior problems of children aged 6-13 years.Methods 168 children with behavior problems were selected as the sample,who received social skill training by health education teachers for 12 weeks.The Rutter Parent and Teacher Scale and PHCSS(Children' s self-concept Scale) were used to evaluate the effect before and after intervention.Results After intervention,the total scores,A and N scores of the Rutter Parent Scale decreased significantly((5.42±6.23) vs (0.62± 1.77),(1.68±2.63) vs (0.50±2.74),(2.04±4.27) vs (0.36±0.65),P＜0.05).The total scores,A and N scores of the Rutter Teacher Scale decreased significantly((4.35±4.11) vs (0.62± 1.77),(1.56±3.65) vs (0.21 ±0.44),(1.32±2.48) vs (0.36±0.65),P＜0.05).The total score and different factor scores of PHCSS increased significantly(P＜0.05).The clinical effectiveness of intervention group was better than control group.Conclusion Social skill training by teacher is acceptable and helpful to improve behavior problem,psychosocial competence and selfconcept for children with behavior problems.