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Adaptedness and coping in dysphagic students

B Gustafsson1, T Theorell

  • 1National Institute for Psychosocial Factors and Health, Karolinska Institute, Stockholm, Sweden.

Dysphagia
|January 1, 1995
PubMed
Summary
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Dysphagia significantly impacts students

Area of Science:

  • Psychology
  • Pediatrics
  • Speech-Language Pathology

Background:

  • Dysphagia, or difficulty swallowing, affects a notable percentage of students.
  • Understanding adaptedness and coping mechanisms is crucial for supporting students with dysphagia.

Purpose of the Study:

  • To interpret adaptedness and coping strategies in students with dysphagia.
  • To identify factors distinguishing subjectively maladapted (S-maladapted) students from subjectively adapted (S-adapted) students.

Main Methods:

  • Screening of 87 dysphagic students using a questionnaire.
  • Telephone interviews to explore coping patterns and adaptation methods.
  • Classification of students into S-maladapted and S-adapted groups based on perceived impact of dysphagia on daily life.

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Main Results:

  • S-maladapted students (n=9) reported more eating difficulties, inappropriate beliefs, and greater eating desires than S-adapted students.
  • Environmental factors more frequently impaired eating ability in S-maladapted students.
  • S-maladapted students experienced increased mealtime anxiety, reduced self-esteem, and more frequent communication about dysphagia with parents/friends and school physicians.

Conclusions:

  • Dysphagia significantly affects students' daily living, leading to maladaptation in some.
  • Inappropriate beliefs and environmental challenges exacerbate eating difficulties and anxiety.
  • While seeking support, S-maladapted students often found limited confirmation and help from physicians.