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Earthquake exposure, adverse childhood experiences, and psychosocial functioning in Chilean children: A longitudinal study
Journal of Traumatic Stress ( IF 3.952 ) Pub Date : 2022-03-30 , DOI: 10.1002/jts.22826
Anamika Dutta 1 , Felipe Peña 2 , Juliana M Holcomb 1, 3 , Loreto Leiva 4 , Ana María Squicciarini 5 , Katia M Canenguez 1, 6 , Paul Bergmann 7 , Alexa Riobueno-Naylor 8 , Alyssa M Farley 9 , Ariela Simonsohn 5 , Dana Rose Garfin 10 , Roxane Cohen Silver 11 , Talia S Benheim 1 , Javier Guzmán 5 , Michael S Jellinek 1, 6, 12 , J Michael Murphy 1, 6
Affiliation  

The impact of an 8.8 magnitude Chilean earthquake on elementary school students’ psychosocial functioning was assessed along with exposure to adverse childhood experiences (ACEs). Skills for Life, a national school-based mental health program in Chile, routinely assesses first- and third-grade students’ psychosocial functioning and classroom adaptation. Students (N = 19,627) were screened before (2009) and after (2011) the 2010 earthquake with parent- and teacher-report measures and with a parent-report of four ACEs (family psychopathology, child chronic illness, family social isolation, father absence). Earthquake exposure was categorized as mild, moderate, or severe for Chile's 15 regions. Multilevel models analyzed the unadjusted and adjusted impacts of earthquake exposure and ACEs on functioning while clustering for school- and district-level effects. In covariate-adjusted models, earthquake exposure and three ACEs were significantly associated with worsened psychosocial functioning; earthquake exposure and all four ACEs were significantly associated with worsened classroom adaptation. New family psychopathology, B = 1.90, p < .001; chronic illness, B = 2.25, p < .001; and severe earthquake impact, B = 1.29, p < .001, held the strongest negative effects on psychosocial well-being. Moderate, B = 3.04, p = .011, and severe earthquake exposure, B = 2.53, p = .047, and new family psychopathology, B = 1.99, p < .001, were associated with the worst classroom functioning 1-year postdisaster. Findings suggest that both exogenous and home-based stressors can have significant consequences for children's psychosocial functioning and classroom adaptation, and routine screening helps quantify how individual students are affected by chronic versus acute stressors.

中文翻译:

智利儿童的地震暴露、不良童年经历和社会心理功能:一项纵向研究

评估了智利 8.8 级地震对小学生社会心理功能的影响以及接触不良童年经历 (ACE) 的情况。Skills for Life是智利一项以学校为基础的全国心理健康计划,定期评估一年级和三年级学生的社会心理功能和课堂适应能力。学生 ( N= 19,627)在 2010 年地震之前(2009 年)和之后(2011 年)接受了家长和教师报告措施以及四项 ACE(家庭精神病理学、儿童慢性病、家庭社会隔离、父亲缺席)家长报告的筛查。智利 15 个地区的地震暴露程度分为轻度、中度或重度。多层次模型分析了地震暴露和 ACE 对功能的未调整和调整影响,同时对学校和地区级影响进行了聚类。在协变量调整模型中,地震暴露和三种 ACE 与心理社会功能恶化显着相关;地震暴露和所有四种 ACE 都与恶化的课堂适应显着相关。新家庭精神病理学,B = 1.90,p<.001; 慢性病,B = 2.25,p < .001;和严重的地震影响,B = 1.29,p < .001,对社会心理健康产生最强烈的负面影响。中度,B = 3.04,p = .011,以及严重地震暴露,B = 2.53,p = .047,以及新的家庭精神病理学,B = 1.99,p< .001,与灾后 1 年课堂功能最差有关。研究结果表明,外源性和家庭压力源都会对儿童的社会心理功能和课堂适应产生重大影响,常规筛查有助于量化个别学生如何受到慢性和急性压力源的影响。
更新日期:2022-03-30
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