Suicidality, school dropout, and reading problems among adolescents
Suicidality, school dropout, and reading problems among adolescents
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DOI：
10.1177/00222194060390060301
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发表时间：
2006-11-01
影响因子：
3
通讯作者：
Wood, Frank B.
中科院分区：
文献类型：
--
作者：
Daniel, Stephanie S.;Walsh, Adam K.;Wood, Frank B.
本研究的目的是考察阅读能力差的青少年与具有典型阅读能力的 15 岁公立学校青少年 (n = 188) 相比，其自杀意念、自杀未遂和辍学的风险。在一项前瞻性自然主义研究中，青少年和家长参与了重复的研究评估，以获得有关自杀意念和企图、精神和社会人口变量以及辍学的信息。即使在控制了社会人口统计和精神变量之后，阅读能力较差的青少年比阅读能力正常的青少年更有可能产生自杀意念或企图，并且更有可能辍学。自杀和辍学彼此密切相关。预防工作应侧重于更好地理解这些结果之间的关系，以及导致阅读困难青少年出现这些行为的发展路径。
The purpose of this study was to examine the risk of suicidal ideation and suicide attempts and school dropout among youth with poor reading in comparison to youth with typical reading (n = 188) recruited from public schools at the age of 15. In a prospective naturalistic study, youth and parents participated in repeated research assessments to obtain information about suicide ideation and attempts, psychiatric and sociodemographic variables, and school dropout. Youth with poor reading ability were more likely to experience suicidal ideation or attempts and more likely to drop out of school than youth with typical reading, even after controlling for sociodemographic and psychiatric variables. Suicidality and school dropout were strongly associated with each other. Prevention efforts should focus on better understanding the relationship between these outcomes, as well as on the developmental paths leading up to these behaviors among youth with reading difficulties.