Taggart L, McMullan P
University of Ulster, N. Ireland.
J Intellect Disabil. 2007 Jun;11(2):183-95. doi: 10.1177/1744629507076931.
Research has shown that children and young people with intellectual disabilities are at a greater risk of developing a psychiatric disorder than their non-disabled peers. However, no information exists regarding teachers' knowledge of the signs and symptoms of these conditions. Using a postal questionnaire, 36 teachers working within schools for children and young people with severe intellectual disabilities in one part of the UK were asked about their knowledge of depression. Results indicated that the teachers reported few signs and symptoms. Furthermore, the teachers also highlighted a lack of confidence in working with this doubly disadvantaged population. This study shows that teachers have a vital role to play in the early recognition of psychiatric signs and symptoms in young people with intellectual disabilities. Teachers must also receive the appropriate education and training in an attempt to prompt early referral to specialists for a detailed and comprehensive psychiatric assessment rather than continuing to manage such young people's challenging behaviours.
研究表明，与无智力残疾的同龄人相比，有智力残疾的儿童和年轻人患精神疾病的风险更高。然而，关于教师对这些疾病体征和症状的了解情况，目前尚无相关信息。通过邮寄问卷的方式，对英国某一地区为有严重智力残疾的儿童和年轻人服务的学校里的36名教师进行了关于他们对抑郁症了解情况的调查。结果显示，教师们报告的体征和症状较少。此外，教师们还强调在与这一双重弱势人群打交道时缺乏信心。这项研究表明，教师在早期识别有智力残疾的年轻人的精神体征和症状方面起着至关重要的作用。教师还必须接受适当的教育和培训，以便促使他们尽早将学生转介给专家进行详细全面的精神评估，而不是继续应对这些年轻人具有挑战性的行为。
