DSM-III-R DISORDERS, SOCIAL-FACTORS AND MANAGEMENT OF SCHOOL ATTENDANCE PROBLEMS IN THE NORMAL POPULATION
DSM-III-R DISORDERS, SOCIAL-FACTORS AND MANAGEMENT OF SCHOOL ATTENDANCE PROBLEMS IN THE NORMAL POPULATION
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DOI：
10.1111/j.1469-7610.1993.tb01782.x
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发表时间：
1993-10-01
影响因子：
7.6
通讯作者：
SIMS, R
中科院分区：
文献类型：
--
作者：
BERG, I;BUTLER, A;SIMS, R
对80名13-15岁的儿童进行了研究，这些儿童在一个学期的40%以上没有上过四所学校中的一所，没有充分的理由。系统进度表(C.A.P.A.)被用来采访父母和孩子。25人患有DSM-III-R破坏性行为障碍，15人患有焦虑/情绪障碍。前者与逃学有关，后者与拒学有关，但两者都经常发生而没有任何障碍。14个孩子既没有拒绝上学，也没有逃学。与对照组相比，贫困的参与者来自物质上处于不利地位的家庭。患有焦虑症的学生拒绝上学很少接受精神治疗。不受干扰的缺席者通常不会得到适当的处理。
Eighty 13-15-year-old children who failed to attend one of four schools for more than 40% of a term, without good reason, were studied. A systematic schedule (C.A.P.A.) was used in interviewing parents and children. Twenty-five had DSM-III-R Disruptive Behaviour Disorders and 15 had Anxiety/Mood Disorders. Truancy was associated with the former and school refusal with the latter but both often occurred without any Disorder. Fourteen children had neither school refusal nor truancy. Compared to controls, poor attenders came from materially disadvantaged homes. School refusal with anxiety disorders rarely received psychiatric treatment. Non-disturbed absentees were not usually dealt with appropriately.