ABSTRACT

The present study aims to analyse the risk and protection factors of a sample group of children and teenagers with special educational needs in primary and secondary schools, who require intensive educational support due to the fact that they are experiencing difficulties with behavioural regulation.

A theoretical revision is performed of the different ways of compression, in relation to the conduct disorders, the process of acquisition of the capacity of regulation among children, their relationship with adverse life experiences and finally their consequences in adult life.

Age, gender, family socioeconomic status (SES), and clinical diagnosis were collected using a consecutive sampling on one hundred children and adolescents (N = 100) who were referred by the schools to two specialised psycho-educational teams. Risk factors such as the presence/absence of addiction in parents or caregivers, mental disorders, or family history in situations of abuse and lack of protection are also considered.

The findings suggest that there exists far more demand for intensive support services among boys versus girls, in secondary schools and within socially disadvantaged families. Protection and risk factors that stand out above the others have been identified. The teachers’ awareness of the presence or absence of such factors among students, should allow early detections that might allow the planning of preventive actions in order to promote a full development of people from the point of view of wellbeing and health.

The results are discussed in relation to the importance of adopting a socio-ecological and multisystemic approach to address the behavioural problems that in many cases are interpreted as symptoms or expressions of Adverse Childhood Experiences.

摘要

本研究旨在分析中小学有特殊教育需求的儿童和青少年样本组的风险和保护因素，他们因行为调节困难而需要强化教育支持。

对不同的压迫方式进行了理论修订，涉及品行障碍、儿童获得调节能力的过程、它们与不良生活经历的关系以及最终对成年生活的影响。

年龄、性别、家庭社会经济状况 (SES) 和临床诊断是通过对 100 名儿童和青少年 (N = 100) 的连续抽样收集的，这些儿童和青少年被学校推荐给两个专门的心理教育团队。还考虑了风险因素，例如父母或照顾者是否存在成瘾、精神障碍或在虐待和缺乏保护的情况下的家族史。

调查结果表明，男孩与女孩、中学和社会弱势家庭对强化支持服务的需求要大得多。已经确定了突出的保护和风险因素。教师对学生中是否存在此类因素的认识应允许及早发现，以便制定预防措施，以便从福祉和健康的角度促进人的全面发展。

讨论结果涉及采用社会生态和多系统方法来解决在许多情况下被解释为不良童年经历的症状或表现的行为问题的重要性。