学校拒绝的轨迹:使用回顾性家长报告进行序列分析
Laelia Benoit1,2,3,4, Edith Chan Sock Peng5, Julien Flouriot5
1Université Paris-Saclay, UVSQ, Inserm U1018, CESP, 94807, Villejuif, France. laelia.benoit@yale.edu.
European child & adolescent psychiatry
|April 11, 2024
概括
这项研究确定了儿童和青少年在三年内拒绝上学 (SR) 的五种不同的模式. 了解这些轨迹可以帮助早期识别和干预学校上学问题.
科学领域:
- 儿童和青少年精神病学 儿童和青少年精神病学
- 发展心理学 发展心理学
- 教育心理学教育心理学
背景情况:
- 学校拒绝 (SR) 是一个重要的学校出勤问题 (SAP),需要专门的心理健康护理.
- 尽管SAP定义取得了进展,但SR的纵向过程仍然不完全理解.
研究的目的:
- 在儿童和青少年中描述学校拒绝 (SR) 轨迹的三年模式.
- 根据家长关于上学和情绪困扰的报道,确定SR的不同课程.
主要方法:
- 匿名基于网络的调查对父母进行了调查,他们报告了孩子在三个学年中的上学情况.
- 使用序列分析来定义基于追溯回忆的标准SR轨迹.
- 在一学年内,SR发作被定义为在学校缺席≥2周,并有情绪上的困扰.
主要成果:
- 确定了五种原型的SR轨迹:"珠珠的缺席"和"快速恢复"对于儿童;"长期恢复","逐渐下降"和"快速下降"对于青少年.
- 该研究分析了1328名符合SR标准的家长的数据,其中729人提供了三年的学校上学数据.
- 观察到SR过程的明显模式,在儿童和青少年之间有所不同.
结论:
- 确定了SR轨迹的类型,为及时识别学校拒绝提供了一个框架.
- 这些轨迹的模式识别可以促进基于证据的干预措施的实施,以改善SR学生的结果.
- 建议进行进一步的前性研究和现场应用,以验证和利用这些发现.
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