Huber Maria, Pletzer Belinda, Giourgas Alexandros, Nickisch Andreas, Kunze Silke, Illg Angelika
Department of Otorhinolaryngology, Head and Neck Surgery, Paracelsus Medical University Salzburg Salzburg, Austria.
Department of Psychology and Center for Neurocognitive Research, University of Salzburg Salzburg, Austria.
Front Psychol. 2015 Dec 18;6:1889. doi: 10.3389/fpsyg.2015.01889. eCollection 2015.
Aim of this multicenter study was to investigate whether schooling relates to mental health problems of adolescents with cochlear implants (CI) and how this relationship is mediated by hearing and family variables. One hundred and forty secondary school students with CI (mean age = 14.7 years, SD = 1.5), their hearing parents and teachers completed the Strengths and Difficulties Questionnaire (SDQ). Additional audiological tests (speech comprehension tests in quiet and noise) were performed. Students of special schools for hearing impaired persons (SSHIs) showed significantly more conduct problems (p < 0.05) and a significantly higher total difficulty score (TDS) (p < 0.05) compared to students of mainstream schools. Mental health problems did not differ between SSHI students with sign language education and SSHI students with oral education. Late implanted students and those with indication for additional handicaps were equally distributed among mainstream schools and SSHIs. However, students in SSHIs were more restricted to understand speech in noise, had a lower social background and were more likely to come from single-parent families. These factors were found to be partial mediators of the differences in mental health problems between the two school types. However, no variable could explain comprehensively, why students of SSHIs have more mental health problems than mainstream pupils.
这项多中心研究的目的是调查学校教育是否与人工耳蜗植入（CI）青少年的心理健康问题有关，以及这种关系如何通过听力和家庭变量来介导。140名人工耳蜗植入的中学生（平均年龄 = 14.7岁，标准差 = 1.5）、他们有听力的父母和教师完成了优势与困难问卷（SDQ）。还进行了额外的听力测试（安静和噪声环境下的言语理解测试）。与主流学校的学生相比，听力障碍特殊学校（SSHI）的学生表现出明显更多的行为问题（p < 0.05）和明显更高的总困难得分（TDS）（p < 0.05）。接受手语教育的SSHI学生和接受口语教育的SSHI学生在心理健康问题上没有差异。晚期植入的学生和那些有其他残疾迹象的学生在主流学校和SSHI之间分布均匀。然而，SSHI的学生在噪声环境下理解言语的能力更受限，社会背景较低，且更有可能来自单亲家庭。这些因素被发现是两种学校类型在心理健康问题上差异的部分介导因素。然而，没有一个变量能够全面解释为什么SSHI的学生比主流学校的学生有更多的心理健康问题。
