Zhurnal nevrologii i psikhiatrii imeni S.S. Korsakova · 2015
[Adolescent's refusal of school: a psychopathological aspect].
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Mazaeva N A, Golovina A G
Аннотация
OBJECTIVE: Despite the multiple studies on the school refusal phenomenon, clinical/psychopathological aspects of this problem need further studies. Authors performed a clinical/psychopathological analysis of the school refusal phenomenon in adolescents who are under supervision of a psychiatrist.
MATERIAL AND METHODS: It were examined 223 adolescent patients (169 males and 54 females) with different appearances of school refusal.
RESULTS: A set of factors predisposing to school refusal (family system dysfunction, heritability, character features, psychological immaturity, demoralization syndrome) was identified. Psychopathological causes of school refusal were divided into school phobia (31.8%), protest reactions in the frames of developing disorders of excitable personality type (4.9%), signs of mood disorders (22.9%), schizophrenic process (14.4%) and symptoms of organic cognitive impairment (26%). The analysis of clinical/dynamic characteristics of school refusal in different clinical variants demonstrated the differences by gender, stereotype of development, cognitive function and the dynamics of the phenomenon per se.
CONCLUSION: In accordance to clinical variant of school refusal, we suggest to use differentiated therapeutic and preventive strategies.
MATERIAL AND METHODS: It were examined 223 adolescent patients (169 males and 54 females) with different appearances of school refusal.
RESULTS: A set of factors predisposing to school refusal (family system dysfunction, heritability, character features, psychological immaturity, demoralization syndrome) was identified. Psychopathological causes of school refusal were divided into school phobia (31.8%), protest reactions in the frames of developing disorders of excitable personality type (4.9%), signs of mood disorders (22.9%), schizophrenic process (14.4%) and symptoms of organic cognitive impairment (26%). The analysis of clinical/dynamic characteristics of school refusal in different clinical variants demonstrated the differences by gender, stereotype of development, cognitive function and the dynamics of the phenomenon per se.
CONCLUSION: In accordance to clinical variant of school refusal, we suggest to use differentiated therapeutic and preventive strategies.