Somatization disorder is a biopsychosocial-based, stress-induced disorder involving multiple physical ailments with no medical explanation. The teaching profession is characterized as very stressful, making teachers at risk of developing somatization disorder. This study examined somatization disorder in a K-12 teacher population. A total of 2,988 teachers from 46 Texas districts responded to a comprehensive online occupational health survey. Somatization disorder was assessed using the Patient Health Questionnaire. Univariate analyses were conducted between teachers with and without somatization disorder to identify specific relationships with demographic variables, occupational variables, perceived stress, Axis I psychopathology, and physical health. A logistic regression was developed to identify the variables most strongly associated with the presence of somatization disorder in a teacher population. Analyses showed that female teachers are 3.3 times more likely to develop somatization disorder. Compared to Caucasians, African American teachers are 3.9 times and Hispanic teachers are 2.0 times more likely to develop somatization disorder. Moreover, higher levels of stress, poorer physical quality of life, major depression, panic and anxiety disorder were significantly related with somatization disorder (p < .05). Higher levels of stress and poorer physical and mental health are among the psychosocial and demographic factors associated with somatization disorder in public school teachers.

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教师躯体化障碍与压力：综合职业健康评价

躯体化障碍是一种基于生物心理社会的、由压力引起的障碍，涉及多种身体疾病，没有医学解释。教师职业的特点是压力很大，使教师有患躯体化障碍的风险。这项研究检查了 K-12 教师群体的躯体化障碍。来自德克萨斯州 46 个地区的 2,988 名教师对一项全面的在线职业健康调查做出了回应。使用患者健康问卷评估躯体化障碍。在有和没有躯体化障碍的教师之间进行单变量分析，以确定与人口统计学变量、职业变量、感知压力、轴 I 精神病理学和身体健康的特定关系。开发了逻辑回归来确定与教师群体中存在躯体化障碍最密切相关的变量。分析表明，女教师患躯体化障碍的可能性要高出 3.3 倍。与白种人相比，非裔美国教师患躯体化障碍的可能性是其 3.9 倍，西班牙裔教师是其 2.0 倍。此外，较高的压力水平、较差的身体生活质量、重度抑郁症、恐慌症和焦虑症与躯体化障碍显着相关（p < .05）。与公立学校教师躯体化障碍相关的社会心理和人口因素包括较高的压力水平和较差的身心健康。发生躯体化障碍的可能性增加 3 倍。与白种人相比，非裔美国教师患躯体化障碍的可能性是其 3.9 倍，西班牙裔教师是其 2.0 倍。此外，较高的压力水平、较差的身体生活质量、重度抑郁症、恐慌症和焦虑症与躯体化障碍显着相关（p < .05）。与公立学校教师躯体化障碍相关的社会心理和人口因素包括较高的压力水平和较差的身心健康。发生躯体化障碍的可能性增加 3 倍。与白种人相比，非裔美国教师患躯体化障碍的可能性是其 3.9 倍，西班牙裔教师是其 2.0 倍。此外，较高的压力水平、较差的身体生活质量、重度抑郁症、恐慌症和焦虑症与躯体化障碍显着相关（p < .05）。与公立学校教师躯体化障碍相关的社会心理和人口因素包括较高的压力水平和较差的身心健康。恐慌和焦虑障碍与躯体化障碍显着相关（p < .05）。与公立学校教师躯体化障碍相关的社会心理和人口因素包括较高的压力水平和较差的身心健康。恐慌和焦虑障碍与躯体化障碍显着相关（p < .05）。与公立学校教师躯体化障碍相关的社会心理和人口因素包括较高的压力水平和较差的身心健康。