学校拒绝的功能分析:在印度背景下的一项探索性研究
Arun Singh Yadav1, Kiragasur Madegowda Rajendra2, Lakshmi Sravanti2
1Department of Psychiatry, 174 Military Hospital, Bathinda Cantt., Bathinda, Punjab, India.
Industrial psychiatry journal
|February 3, 2025
概括
学校拒绝行为,通常与焦虑和家庭奖励有关,影响儿童和家庭. 功能评估是儿童精神病学有效,个性化的治疗计划的关键.
科学领域:
- 儿童和青少年精神病学 儿童和青少年精神病学
- 临床心理学 临床心理学
- 发展心理学 发展心理学
背景情况:
- 学校拒绝行为 (SRB) 是一个复杂的问题,包括错学,学校恐惧症和学校拒绝.
- 它受到心理和心理社会因素的影响,对儿童和家庭造成重大痛苦.
- 了解SRB对于儿童心理健康的有效干预至关重要.
研究的目的:
- 评估印度儿童和青少年学校拒绝行为的临床和功能特征.
- 确定导致第三级护理环境中SRB的主要原因和相关因素.
- 探索SRB与社会人口,临床和家庭变量之间的关系.
主要方法:
- 一项涉及36名受试者 (6-17岁) 的研究,他们在儿童和青少年精神病学服务中患有SRB.
- 使用MINI-KID 6.0和学校拒绝评估尺度修订 (SRAS-R) 进行评估.
- 使用频率分析和克莱默V系数分析社会人口统计和临床数据.
主要成果:
- 在家庭奖励的社会/评估情况下的焦虑是SRB的主要驱动因素.
- 在SRB功能,学业成绩,精神病诊断和家庭压力因素之间发现了重要的关联.
- 儿童全球评估尺度 (CGAS) 的得分范围很广,表明各种功能障碍.
结论:
- SRB是一个具有个人和心理社会组成部分的多因素问题.
- 功能视角对于制定量身定制的治疗策略至关重要.
- 基于功能评估的个性化治疗计划可以改善SRB儿童的治疗结果.
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