شیوع و عوامل مرتبط با ترک تحصیل مدرسه قبل از شروع درمان روان پریشی غیر عاطفی: شواهد حاکی از نیاز به آموزش های پشتیبانی شده
|کد مقاله||سال انتشار||مقاله انگلیسی||ترجمه فارسی||تعداد کلمات|
|36714||2010||6 صفحه PDF||سفارش دهید||3630 کلمه|
Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)
Journal : Schizophrenia Research, Volume 116, Issues 2–3, February 2010, Pages 228–233
Background Because dropping out of high school (i.e., secondary education) contributes prominently to numerous social, economic, and health conditions, formal public health initiatives promoting population health and social justice, especially in at-risk populations, are increasingly encouraged to address high school drop-out. The relative dearth of research attention on school drop-out prior to first treatment contact in young adults with psychotic disorders indicates a need for investigation of the associations between school drop-out and illness-related variables so that interventions may be tailored appropriately to this unique population. Methods This study provides a descriptive characterization of the prevalence and correlates of high school drop-out in a sample of 109 patients hospitalized for the evaluation and treatment of a first episode of nonaffective psychosis. Results Findings from this urban, socially disadvantaged, predominantly African American sample indicate that school drop-out is a marker of diverse detrimental social problems in first-episode psychosis, and that further research is required to fully characterize the most appropriate interventions for such individuals. Conclusions Future research might seek to intervene through an integrated treatment approach that incorporates supported education, symptom reduction and management, and comorbid substance use treatment in first-episode patients.
High school drop-out (i.e., discontinuing school during the years of secondary education, which, in many countries, is the final stage of compulsory education) is a problem contributing to numerous adverse social, economic, and health conditions (Freudenberg & Ruglis, 2007). While educational attainment is known to be highly associated with both income level and occupational status, research also indicates that education may be a very important influence on an individual's health (Cutler and Lleras-Muney, 2006, Deaton, 2002, Jemal et al., 2008, Molla et al., 2004 and Winkleby et al., 1992). For example, having less formal education is associated with greater levels of risky health behaviors (e.g., substance use, inadequate physical activity) and is predictive of earlier mortality (Jemal et al., 2008, Lantz et al., 1998 and Molla et al., 2004). The higher the level of educational attainment, the greater one's access to resources (e.g., money, belongings, housing, food, and medical care), information and skills (e.g., the ability to acquire adequate help and resources), and social support that engenders a sense of control over one's own life (Cutler and Lleras-Muney, 2006, Day and Newburger, 2002, Ross and Mirowsky, 1989 and Ross and Wu, 1995). Given that numerous individual-, school-, and community-level factors are associated with high school drop-out, public health professionals are increasingly encouraged to simultaneously target both improvement of health and reduction of school drop-out rates in formal public health initiatives that promote population health and social justice, especially in at-risk populations (Freudenberg & Ruglis, 2007). High school represents an important context for adolescent psychological and social development. Thus, dropping out of secondary education can substantially interfere with the achievement of critical psychosocial milestones. Individuals with mental illnesses account for a significant percentage of high school drop-outs (Fine and Zane, 1989 and Haynes, 2002). Because psychiatric disability often begins in late adolescence or early adulthood, many affected by serious mental illnesses (e.g., schizophrenia and related psychotic disorders) have difficulty completing high school and entering postsecondary education. This, in turn, can result in inadequate basic knowledge and stunted development of interpersonal skills that are critical for success in a variety of life roles. Much of the psychosocial disability associated with schizophrenia often accumulates before the first treatment contact. Those with schizophrenia who also have dropped out of school have two strikes against them in terms of both social outcomes and physical health outcomes, in addition to mental health outcomes. Surprisingly, little research attention has been given to the issue of school drop-out prior to first treatment in young adults with psychotic disorders. Given the dearth of empirical findings in this area, research is needed on the association between school drop-out and illness-related variables (e.g., age at onset, course, long-term symptomatic and psychosocial functioning) so that psychosocial interventions can be developed to best meet the needs of adolescents and young adults with emerging psychiatric disabilities. The objective of the present study was to provide a descriptive characterization of the prevalence and correlates of high school drop-out in a sample of patients hospitalized for a first episode of nonaffective psychosis. In particular, this sample included a relatively large group of urban, socially disadvantaged, low-income, predominantly African American patients. The study's aims were to provide a descriptive summary of school drop-out in this sample, and to examine associations between school drop-out and a number of key demographic, social, and clinical variables. In doing so, it is hoped that such descriptions may draw attention to the complex interactions between social disadvantage (as exemplified by school drop-out) and serious mental illnesses, even at the time of initial onset and treatment-seeking. Further, such findings will provide data to support future research on psychosocial interventions addressing high school drop-out in individuals affected by such illnesses.