特别学习障碍的儿童和青少年的压力,弹性和情感福祉
Brianna Stein1, Fumiko Hoeft2,3,4, Caroline G Richter1
1Department of Psychology, University of Alabama at Birmingham, 1300 University Blvd., Birmingham, AL, 35233, USA.
Current opinion in behavioral sciences
|August 19, 2024
概括
患有特定学习障碍 (SLD) 的儿童因社会耻辱而面临重大压力. 促进神经多样性和弹性因素,如积极的自我认知,可以改善他们的心理健康.
科学领域:
- 神经科学是一个神经科学.
- 发展心理学 发展心理学
- 儿童精神病学 儿童精神病学
背景情况:
- 患有特定学习障碍 (SLD) 的儿童和青少年经历了增加的压力和情绪困难.
- 社会压力和耻辱对这些挑战有很大影响.
- 神经内分泌的发现表明,在这个人群中,有潜在的心理疾病倾向.
研究的目的:
- 审查患有SLD的儿童和青少年的压力患病率.
- 探索促进情绪健康和心理健康的弹性因素.
- 在理解和支持患有SLD的个体方面倡导神经多样性范式.
主要方法:
- 关于SLDs中压力,弹性和神经内分泌变化的研究的文献综述.
- 分析导致压力和耻辱感的社会因素.
- 检查促进性的因素,如自我认知和社会关系.
主要成果:
- 增加的压力和情绪挑战在患有SLD的年轻人中普遍存在,由社会耻辱加剧.
- 神经内分泌的改变可能表明对精神疾病的脆弱性.
- 积极的自我认知和支持的同行/教师关系是关键的弹性因素.
结论:
- 向神经多样性范式的转变对于去污名化SLDs至关重要.
- 承认SLD是大脑功能的自然变化,可以促进包容性.
- 专注于性因素的干预措施可以增强患有SLD的儿童和青少年的心理健康.
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