交叉身份对学生幸福感的影响
Purnima Valdez1, Andrea Diaz Stransky2, Crystal Grant3
1Duke University School of Medicine, Durham, NC.
Journal of developmental and behavioral pediatrics : JDBP
|September 8, 2025
概括
一名患有焦虑症的12岁男孩经历了一次涉及执法部门的创伤性学校事件,导致他避免上学和学业下降. 需要进一步的评估来解决他的创伤症状,并促进学校重新入学.
科学领域:
- 儿科行为健康 儿科行为健康
- 儿童和青少年精神病学 儿童和青少年精神病学
- 教育心理学教育心理学
背景情况:
- 一名患有阅读特殊学习障碍和通用焦虑障碍的12岁男孩在学校经历了焦虑升级.
- 学校资源官的干预绕过了既定的协议,导致了不必要的精神病学评估和临时限制父母权利.
- 这一事件导致了大量的避开学校,学术恶化,以及对家庭教学的需求.
研究的目的:
- 评估儿童患者在学校事件后经历的创伤症状.
- 制定一个全面的计划,为患者的回归学校和学术重新整合.
- 评估焦虑和创伤对孩子学习和行为的影响.
主要方法:
- 一个患有焦虑和学习障碍的儿科患者的案例研究审查.
- 分析患者对涉及执法部门的学校事件的反应.
- 对治疗干预措施的审查,包括眼动脱敏和再处理 (EMDR) 和行为干预计划 (BIP).
主要成果:
- 患者持续避免上学,学业成绩下降 (从A/B到D/F等级).
- 实施了家庭教学,但拒绝了补偿服务.
- 患者长期的治疗师启动了以创伤为重点的干预措施,以解决经历的事件.
结论:
- 该案强调了在学生情绪失调期间遵守既定协议的关键需求,以及不适当干预的潜在负面影响.
- 儿童焦虑和创伤的有效管理对于学业成功和重新进入学校至关重要.
- 家庭,学校和心理健康专业人员之间的多学科合作对于支持有行为和情绪挑战的学生至关重要.
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